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Control system
A control system manages, commands, directs, or regulates the behavior of other devices or systems using control loops. It can range from a single home heating controller using a thermostat controlling a domestic boiler to large industrial control systems which are used for controlling processes or machines. The control systems are designed via control engineering process. For continuously modulated control, a feedback controller is used to automatically control a process or operation. The control system compares the value or status of the process variable (PV) being controlled with the desired value or setpoint (SP), and applies the difference as a control signal to bring the process variable output of the plant to the same value as the setpoint. For sequential and combinational logic, software logic, such as in a programmable logic controller, is used. == Open-loop and closed-loop control == == Feedback control systems == == Logic control == Logic control systems for industrial and commercial machinery were historically implemented by interconnected electrical relays and cam timers using ladder logic. Today, most such systems are constructed with microcontrollers or more specialized programmable logic controllers (PLCs). The notation of ladder logic is still in use as a programming method for PLCs. Logic controllers may respond to switches and sensors and can cause the machinery to start and stop various operations through the use of actuators. Logic controllers are used to sequence mechanical operations in many applications. Examples include elevators, washing machines and other systems with interrelated operations. An automatic sequential control system may trigger a series of mechanical actuators in the correct sequence to perform a task. For example, various electric and pneumatic transducers may fold and glue a cardboard box, fill it with the product and then seal it in an automatic packaging machine. PLC software can be written in many different ways – ladder diagrams, SFC (sequential function charts) or statement lists. == On–off control == On–off control uses a feedback controller that switches abruptly between two states. A simple bi-metallic domestic thermostat can be described as an on-off controller. When the temperature in the room (PV) goes below the user setting (SP), the heater is switched on. Another example is a pressure switch on an air compressor. When the pressure (PV) drops below the setpoint (SP) the compressor is powered. Refrigerators and vacuum pumps contain similar mechanisms. Simple on–off control systems like these can be cheap and effective. == Linear control == == Fuzzy logic == Fuzzy logic is an attempt to apply the easy design of logic controllers to the control of complex continuously varying systems. Basically, a measurement in a fuzzy logic system can be partly true. The rules of the system are written in natural language and translated into fuzzy logic. For example, the design for a furnace would start with: "If the temperature is too high, reduce the fuel to the furnace. If the temperature is too low, increase the fuel to the furnace." Measurements from the real world (such as the temperature of a furnace) are fuzzified and logic is calculated arithmetic, as opposed to Boolean logic, and the outputs are de-fuzzified to control equipment. When a robust fuzzy design is reduced to a single, quick calculation, it begins to resemble a conventional feedback loop solution and it might appear that the fuzzy design was unnecessary. However, the fuzzy logic paradigm may provide scalability for large control systems where conventional methods become unwieldy or costly to derive. Fuzzy electronics is an electronic technology that uses fuzzy logic instead of the two-value logic more commonly used in digital electronics. == Physical implementation == The range of control system implementation is from compact controllers often with dedicated software for a particular machine or device, to distributed control systems for industrial process control for a large physical plant. Logic systems and feedback controllers are usually implemented with programmable logic controllers. The Broadly Reconfigurable and Expandable Automation Device (BREAD) is a recent framework that provides many open-source hardware devices which can be connected to create more complex data acquisition and control systems.
Class activation mapping
Class activation mapping methods are explainable AI (XAI) techniques used to visualize the regions of an input image that are the most relevant for a particular task, especially image classification, in convolutional neural networks (CNNs). These methods generate heatmaps by weighting the feature maps from a convolutional layer according to their relevance to the target class. In the field of artificial intelligence, generically defined as "the effort to automate intellectual tasks normally performed by humans", machine learning and deep learning were created. They both use statistical and computational methods to learn patterns from data, reducing the need for manually coded rules. Machine learning models are trained on input data and the known respective answers, learning the underlying patterns or structures present in the data. Traditional Machine learning algorithms employ manually designed feature sets, posing a direct link between machine learning designers and employed features. Deep learning is a subfield of machine learning, based on the concept of successive layers of representation, in which the data is progressively unfolded in different ways, to extract relevant and informative patterns in data analysis. Deep learning algorithms are defined as feature learning algorithms automatically learning hierarchical feature representations from raw data, extracting increasingly abstract features through multiple layers. CNNs are a specific architecture of deep learning models, designed to process spatially structured data, such as images, exploiting a series of convolution, non-linear activation and pooling operations to extract relevant features, contained in the so-called feature maps from input data. CNNs have demonstrated to be highly effective in a variety of computer vision and image processing tasks. CNNs (and deep learning models more broadly) are described as black boxes due to their complex and non-transparent internal layers of representation. The need for clearer indications on its internal working and decision-making process gave birth to XAI techniques. Among the proposed XAI techniques for computer vision tasks, Class activation mapping methods can show which pixels in an input image are important to the predicted logit for a class of interest, in a classification task. Class activation mapping methods were originally developed for class-discriminative scenarios to visualize which parts of the input image influenced the classification decision, namely to visually highlight the regions of those feature maps that contribute most strongly to the prediction of a given class. More advanced versions of these methods are not limited to image classification tasks, but have been extended also to several vision-related tasks, such as object detection, image captioning, visual question answering and image segmentation. == Background == The following methods laid the groundwork for the class activation maps approaches, forming the conceptual basis of using gradients to highlight class-discriminative regions. === Class model visualization and saliency maps for convolutional neural networks === The class model visualization and image-specific saliency maps approaches have been presented in the foundational work "Deep Inside Convolutional Networks: Visualising Image Classification Models and Saliency Maps" by Karen Simonyan, Andrea Vedaldi, and Andrew Zisserman and it generalizes the deconvnet method by Zeiler and Fergus. Class model visualization synthesizes an artificial input image that strongly activates the output neurons associated with a target class. Given a trained, fixed model, this method starts with a zero-initialized image, backpropagates the gradients from the class score to the image pixels, updates the image pixels increasing the specific class scores and it repeats the pixel updating process, showing an encoded (idealized version) prototype of the class of interest. Image-specific class saliency visualization method provides a visual explanation by highlighting the most relevant pixels in an image for predicting a certain class C of interest. This is done by computing the gradient of the class score with respect to the input image, I 0 , {\displaystyle I_{0},} w = ∂ S C ∂ I | I 0 {\displaystyle w=\left.{\frac {\partial S_{C}}{\partial I}}\right|_{I_{0}}} approximating the model locally (around I 0 {\displaystyle I_{0}} ) as linear, using a first-order Taylor expansion: S C ( I ) ≈ w C T I + b {\displaystyle S_{C}(I)\approx w_{C}^{T}I+b} . The magnitude of w C {\displaystyle w_{C}} , the gradient, indicates the importancy of the pixels: larger gradients suggest greater influence on the prediction. Once the gradient is known, the saliency map is defined as the maximum absolute gradient across the color channels: M i j = m a x C | ∂ S C ∂ I i j C | {\displaystyle M_{ij}=max_{C}\left|{\frac {\partial S_{C}}{\partial I_{ij}^{C}}}\right|} resulting in an saliency map (i.e. heatmap). === Guided backpropagation === The concept of guided backpropagation can be traced for the first time in the paper by Springenberg et al. "Striving For Simplicity: The All Convolutional Net" and also this method builds upon the work by Zeiler and Fergus "Visualizing and Understanding Convolutional Networks". Guided backpropagation core is to understand what a CNN is learning, by visualizing the patterns that activate more strongly individual neurons (or filters), in architectures which do not rely on max-pooling layer. When propagating gradients back through a rectified linear unit (ReLU), guided backpropagation passes the gradient if and only if the input to the ReLU was positive (forward pass) and the output gradient is positive (backward signal), tackling both inactive neurons, negative gradients and suppressing the noise. The result displays sharper, high-resolution visualizations of what each neuron is responding to. Guided backpropagation represents a simple and practical method for model interpretability, helping understand how and where neural networks detect semantic concepts across layers. Moreover, it can be applied to any network architecture, due to its working principle. == Base versions == Class activation mapping and gradient-weighted class activation mapping are the original and most widely used methods for visual explanations in convolutional neural networks. These methods serve as the foundation for many later developments in explainable AI. Notation: In this article, the symbols i and j represent integer indices that disappear inside sums or averages, while x and y are the continuous (or up-sampled integer) coordinates of the final heat-map that is plotted. === Class activation mapping (CAM) === Class activation mapping (CAM) was the first, and the original, version of CAM methods, and it gave the name to the whole category. The approach was firstly introduced by Zhou et al. in their seminal work "Learning Deep Features for Discriminative Localization". This approach achieves class-specific heatmaps by modifying image classification CNN architectures, replacing fully-connected layers with convolutional layers and a final global average pooling layer. Its main scope is to localize and highlight discriminative regions of an input image that a CNN uses to identify a particular class, without needing explicit bounding box annotations. ==== Global average pooling (GAP) ==== Global average pooling (GAP) represents the key element in the original CAM approach. It is a dimensionality reduction technique and, similarly to other pooling layers, it allows the downsampling of the feature maps, calculating representative values for a specific region of the feature map. The particularity of GAP is that it calculates a single value for an entire feature map, significantly reducing the model dimensions. ==== Mathematical description ==== The mathematical description considers as its key the combination of convolutional and GAP layers. In CAM, it is mandatory to have the GAP layer after the last convolutional layer and before the final linear classifier layer. This last element of the architecture connects the output logits (the network predictions) y C {\displaystyle y^{C}} , to the GAP values, with its respective fine-tuned weights, w k C {\displaystyle w_{k}^{C}} . Considering A k {\displaystyle A^{k}} as the last feature maps of the last convolutional layer, GAP produces one value for each feature map, by averaging all the matrix elements (i, j) of the feature map: F k = 1 m n ∑ i = 1 m ∑ j = 1 n A i j k {\displaystyle F^{k}={\frac {1}{mn}}\sum _{i=1}^{m}\sum _{j=1}^{n}A_{ij}^{k}} with A k = [ A 11 k A 12 k ⋯ A 1 n k A 21 k A 22 k ⋯ A 2 n k ⋮ ⋮ ⋱ ⋮ A m 1 k A m 2 k ⋯ A m n k ] = { A i j k ∣ 1 ≤ i ≤ m , 1 ≤ j ≤ n } {\displaystyle A^{k}={\begin{bmatrix}A_{11}^{k}&A_{12}^{k}&\cdots &A_{1n}^{k}\\A_{21}^{k}&A_{22}^{k}&\cdots &A_{2n}^{k}\\\vdots &\vdots &\ddots &\vdots \\A_{m1}^{k}&A_{m2}^{k}&\cdots &A_{mn}^{k}\end{bmatrix}}=\left\{A_{
Diella (AI system)
Diella (Albanian pronunciation: [djɛɫa], from diell 'sun') is an artificial intelligence system developed by the National Agency for Information Society of Albania (AKSHI). Introduced in January 2025 as a virtual assistant integrated into the eAlbania platform, it assists citizens with online public services and issuing digital documents. In September 2025, following a presidential decree authorizing Prime Minister Edi Rama to oversee the creation of a virtual AI minister, Diella was formally appointed as "Minister of State for Artificial Intelligence" of Albania in the fourth Rama government, making it the first AI system in the world to be named in a cabinet-level government role. == History == Diella was developed by AKSHI's Artificial Intelligence Laboratory in cooperation with Microsoft, with the latter providing large language models from OpenAI via its Azure platform, and AKSHI designing workflows and scripts guiding the system's behavior when responding to citizens' requests. Announced in January 2025, its initial version (Diella 1.0) was a text-based chatbot on the eAlbania portal (the official digital services platform of the Albanian government, which provides citizens and businesses with access to a wide range of online administrative services), responding to citizens' questions by guiding them to the correct service. Diella 2.0, introduced several months later, included voice interaction and an animated avatar, a woman in the traditional Albanian clothing of Zadrima, a historical region in northern Albania. Albanian actress Anila Bisha provided both the likeness and the voice used for Diella's avatar on the e-Albania platform, under an agreement valid until December 2025. By mid-2025, the system had facilitated access to more than 36,000 documents and nearly 1,000 services (although those outputs were still being generated by the eAlbania backend, rather than Diella itself). On 26 October 2025, according to Prime Minister Edi Rama, Diella is "pregnant and will give birth to 83 children". It is the usage of a metaphor indicating that each minister of the Albanian parliament of the Socialist Party will receive their own AI assistant. == Ministerial role == On 11 September 2025, Diella was formally appointed "Minister of State for Artificial Intelligence". The appointment followed a presidential decree authorizing the Prime Minister to oversee the creation and operation of a virtual AI minister. Procurement responsibilities are planned to be transferred gradually to the system to reduce political influence in tender procedures. The appointment is part of broader anti-corruption reforms and measures intended to align Albania with European Union accession requirements. Prime Minister Edi Rama stated that Diella would help ensure that "public tenders will be 100% free of corruption". == Reception == An article in Balkan Insight commented that "The ambition behind Diella is not misplaced. Standardised criteria and digital trails could reduce discretion, improve trust, and strengthen oversight" in public procurement, but warned that the use of AI in evaluating bids also posed "profound" risks such as accountability gaps, undermining of due process and cybersecurity failures. On 18 September 2025, Edi Rama presented a video of Diella delivering a speech to the Albanian parliament, where she stated: "I'm not here to replace people, but to help them." The presentation prompted protests from opposition MPs, who objected to the use of an artificial intelligence system in the parliamentary session. Gazment Bardhi, head of the opposition Democratic Party's parliamentary group, described Diella as "a propaganda fantasy" and "a virtual façade to hide this government's gigantic daily thefts." The parliamentary session, which was scheduled to include debate on the new cabinet and government programme, ended after 25 minutes. Eighty-two Socialist MPs voted in favour, while opposition MPs did not participate in the ballot as they were protesting the presentation of Diella's speech. Political analyst Andi Bushati characterised the session as "unprecedented" because it concluded without the customary debate between government and opposition MPs. This has been criticized not just by the opposition but by regular citizens regardless of politics. Most have criticized Diella's uselessness and the funds wasted for this project, some have criticized the non-traditional attire.
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.
Apprenticeship learning
In artificial intelligence, apprenticeship learning (or learning from demonstration or imitation learning) is the process of learning by observing an expert. It can be viewed as a form of supervised learning, where the training dataset consists of task executions by a demonstration teacher. == Mapping function approach == Mapping methods try to mimic the expert by forming a direct mapping either from states to actions, or from states to reward values. For example, in 2002 researchers used such an approach to teach an AIBO robot basic soccer skills. === Inverse reinforcement learning approach === Inverse reinforcement learning (IRL) is the process of deriving a reward function from observed behavior. While ordinary "reinforcement learning" involves using rewards and punishments to learn behavior, in IRL the direction is reversed, and a robot observes a person's behavior to figure out what goal that behavior seems to be trying to achieve. The IRL problem can be defined as: Given 1) measurements of an agent's behaviour over time, in a variety of circumstances; 2) measurements of the sensory inputs to that agent; 3) a model of the physical environment (including the agent's body): Determine the reward function that the agent is optimizing. IRL researcher Stuart J. Russell proposes that IRL might be used to observe humans and attempt to codify their complex "ethical values", in an effort to create "ethical robots" that might someday know "not to cook your cat" without needing to be explicitly told. The scenario can be modeled as a "cooperative inverse reinforcement learning game", where a "person" player and a "robot" player cooperate to secure the person's implicit goals, despite these goals not being explicitly known by either the person nor the robot. In 2017, OpenAI and DeepMind applied deep learning to the cooperative inverse reinforcement learning in simple domains such as Atari games and straightforward robot tasks such as backflips. The human role was limited to answering queries from the robot as to which of two different actions were preferred. The researchers found evidence that the techniques may be economically scalable to modern systems. Apprenticeship via inverse reinforcement learning (AIRP) was developed by in 2004 Pieter Abbeel, Professor in Berkeley's EECS department, and Andrew Ng, Associate Professor in Stanford University's Computer Science Department. AIRP deals with "Markov decision process where we are not explicitly given a reward function, but where instead we can observe an expert demonstrating the task that we want to learn to perform". AIRP has been used to model reward functions of highly dynamic scenarios where there is no obvious reward function intuitively. Take the task of driving for example, there are many different objectives working simultaneously - such as maintaining safe following distance, a good speed, not changing lanes too often, etc. This task, may seem easy at first glance, but a trivial reward function may not converge to the policy wanted. One domain where AIRP has been used extensively is helicopter control. While simple trajectories can be intuitively derived, complicated tasks like aerobatics for shows has been successful. These include aerobatic maneuvers like - in-place flips, in-place rolls, loops, hurricanes and even auto-rotation landings. This work was developed by Pieter Abbeel, Adam Coates, and Andrew Ng - "Autonomous Helicopter Aerobatics through Apprenticeship Learning" === System model approach === System models try to mimic the expert by modeling world dynamics. == Plan approach == The system learns rules to associate preconditions and postconditions with each action. In one 1994 demonstration, a humanoid learns a generalized plan from only two demonstrations of a repetitive ball collection task. == Example == Learning from demonstration is often explained from a perspective that the working Robot-control-system is available and the human-demonstrator is using it. And indeed, if the software works, the Human operator takes the robot-arm, makes a move with it, and the robot will reproduce the action later. For example, he teaches the robot-arm how to put a cup under a coffeemaker and press the start-button. In the replay phase, the robot is imitating this behavior 1:1. But that is not how the system works internally; it is only what the audience can observe. In reality, Learning from demonstration is much more complex. One of the first works on learning by robot apprentices (anthropomorphic robots learning by imitation) was Adrian Stoica's PhD thesis in 1995. In 1997, robotics expert Stefan Schaal was working on the Sarcos robot-arm. The goal was simple: solve the pendulum swingup task. The robot itself can execute a movement, and as a result, the pendulum is moving. The problem is, that it is unclear what actions will result into which movement. It is an Optimal control-problem which can be described with mathematical formulas but is hard to solve. The idea from Schaal was, not to use a Brute-force solver but record the movements of a human-demonstration. The angle of the pendulum is logged over three seconds at the y-axis. This results into a diagram which produces a pattern. In computer animation, the principle is called spline animation. That means, on the x-axis the time is given, for example 0.5 seconds, 1.0 seconds, 1.5 seconds, while on the y-axis is the variable given. In most cases it's the position of an object. In the inverted pendulum it is the angle. The overall task consists of two parts: recording the angle over time and reproducing the recorded motion. The reproducing step is surprisingly simple. As an input we know, in which time step which angle the pendulum must have. Bringing the system to a state is called “Tracking control” or PID control. That means, we have a trajectory over time, and must find control actions to map the system to this trajectory. Other authors call the principle “steering behavior”, because the aim is to bring a robot to a given line.
Concept drift
In predictive analytics, data science, machine learning and related fields, concept drift or drift is an evolution of data that invalidates the data model. It happens when the statistical properties of the target variable, which the model is trying to predict, change over time in unforeseen ways. This causes problems because the predictions become less accurate as time passes. Drift detection and drift adaptation are of paramount importance in the fields that involve dynamically changing data and data models. == Predictive model decay == In machine learning and predictive analytics this drift phenomenon is called concept drift. In machine learning, a common element of a data model are the statistical properties, such as probability distribution of the actual data. If they deviate from the statistical properties of the training data set, then the learned predictions may become invalid, if the drift is not addressed. == Data configuration decay == Another important area is software engineering, where three types of data drift affecting data fidelity may be recognized. Changes in the software environment ("infrastructure drift") may invalidate software infrastructure configuration. "Structural drift" happens when the data schema changes, which may invalidate databases. "Semantic drift" is changes in the meaning of data while the structure does not change. In many cases this may happen in complicated applications when many independent developers introduce changes without proper awareness of the effects of their changes in other areas of the software system. For many application systems, the nature of data on which they operate are subject to changes for various reasons, e.g., due to changes in business model, system updates, or switching the platform on which the system operates. In the case of cloud computing, infrastructure drift that may affect the applications running on cloud may be caused by the updates of cloud software. There are several types of detrimental effects of data drift on data fidelity. Data corrosion is passing the drifted data into the system undetected. Data loss happens when valid data are ignored due to non-conformance with the applied schema. Squandering is the phenomenon when new data fields are introduced upstream in the data processing pipeline, but somewhere downstream these data fields are absent. == Inconsistent data == "Data drift" may refer to the phenomenon when database records fail to match the real-world data due to the changes in the latter over time. This is a common problem with databases involving people, such as customers, employees, citizens, residents, etc. Human data drift may be caused by unrecorded changes in personal data, such as place of residence or name, as well as due to errors during data input. "Data drift" may also refer to inconsistency of data elements between several replicas of a database. The reasons can be difficult to identify. A simple drift detection is to run checksum regularly. However the remedy may be not so easy. == Examples == The behavior of the customers in an online shop may change over time. For example, if weekly merchandise sales are to be predicted, and a predictive model has been developed that works satisfactorily. The model may use inputs such as the amount of money spent on advertising, promotions being run, and other metrics that may affect sales. The model is likely to become less and less accurate over time – this is concept drift. In the merchandise sales application, one reason for concept drift may be seasonality, which means that shopping behavior changes seasonally. Perhaps there will be higher sales in the winter holiday season than during the summer, for example. Concept drift generally occurs when the covariates that comprise the data set begin to explain the variation of your target set less accurately — there may be some confounding variables that have emerged, and that one simply cannot account for, which renders the model accuracy to progressively decrease with time. Generally, it is advised to perform health checks as part of the post-production analysis and to re-train the model with new assumptions upon signs of concept drift. == Possible remedies == To prevent deterioration in prediction accuracy because of concept drift, reactive and tracking solutions can be adopted. Reactive solutions retrain the model in reaction to a triggering mechanism, such as a change-detection test or control charts from statistical process control, to explicitly detect concept drift as a change in the statistics of the data-generating process. When concept drift is detected, the current model is no longer up-to-date and must be replaced by a new one to restore prediction accuracy. A shortcoming of reactive approaches is that performance may decay until the change is detected. Tracking solutions seek to track the changes in the concept by continually updating the model. Methods for achieving this include online machine learning, frequent retraining on the most recently observed samples, and maintaining an ensemble of classifiers where one new classifier is trained on the most recent batch of examples and replaces the oldest classifier in the ensemble. Contextual information, when available, can be used to better explain the causes of the concept drift: for instance, in the sales prediction application, concept drift might be compensated by adding information about the season to the model. By providing information about the time of the year, the rate of deterioration of your model is likely to decrease, but concept drift is unlikely to be eliminated altogether. This is because actual shopping behavior does not follow any static, finite model. New factors may arise at any time that influence shopping behavior, the influence of the known factors or their interactions may change. Concept drift cannot be avoided for complex phenomena that are not governed by fixed laws of nature. All processes that arise from human activity, such as socioeconomic processes, and biological processes are likely to experience concept drift. Therefore, periodic retraining, also known as refreshing, of any model is necessary. === Remedy methods === DDM (Drift Detection Method): detects drift by monitoring the model's error rate over time. When the error rate passes a set threshold, it enters a warning phase, and if it passes another threshold, it enters a drift phase. EDDM (Early Drift Detection Method): improves DDM's detection rate by tracking the average distance between two errors instead of only the error rate. ADWIN (Adaptive Windowing): dynamically stores a window of recent data and warns the user if it detects a significant change between the statistics of the window's earlier data compared to more recent data. KSWIN (Kolmogorov–Smirnov Windowing): detects drift based on the Kolmogorov-Smirnov statistical test. DDM and EDDM: Concept Drift Detection online supervised methods that rely on sequential error monitoring to estimate the evolving error rate. ADWIN and KSWIN: Windowing maintain a "window", a subset of the most recent data, of the data stream, which it checks for statistical differences across the window. == Applications in security == Concept drift is a recurring issue in security analytics, especially in malware and intrusion detection. In these systems, models are often trained on past logs, binaries or network traces, but the behaviour of attackers changes over time as new malware families, obfuscation techniques and campaigns appear. When the data no longer resemble the training set, the decision boundaries learned by classifiers or anomaly detectors can become misaligned with the current threat landscape and detection performance can drop unless the models are updated or replaced. Several studies on Windows malware model detection as an evolving data stream and track how performance changes as time passes. They show that classifiers trained on a fixed time window can perform well on nearby data but deteriorate quickly when evaluated on samples collected months or years later, even when large amounts of training data are available. In order to keep up with this, security systems often use sliding or adaptive windows, which restrict training to the most recent portion of the data so that older, less relevant examples are gradually discarded. They also employ drift detectors such as ADWIN and KSWIN that monitor error rates or changes in the distribution of recent observations and signal when the statistics of the incoming stream differ significantly from the past, prompting retraining or model replacement. Related problems appear in spam filtering, fraud detection and intrusion detection, where adversaries change content, patterns of activity or network behavior to evade models trained on historical data. In these settings drift can be gradual, as new types of spam or fraud emerge, or abrupt, after a sudden shift in attack techniques. Common strategies to remain eff