Shopping for the best AI clip maker? An AI clip maker is software that uses machine learning to help you get more done — it keeps getting smarter as the underlying models improve. Pricing, accuracy, and the size of the model behind the tool are the three factors that most affect daily usefulness. Whether you are a beginner or a pro, the right AI clip maker slots into your workflow and pays for itself fast. Below we compare features, pricing, and real output so you can choose with confidence.
Ave!Comics
Ave!Comics Production is a privately owned French company editing comics on smartphones, tablets and computers. It was founded in 2008 and it is a subsidiary of Aquafadas, a software development company in digital publishing owned by Kobo Inc. AveComics is a comic book store for digital comic books that can be used on computers, tablets, and smartphones.(iOS, Android) Readers can buy and read comic books, manga and graphic novels in French, English and Spanish. AveComics uses a technology created by Aquafadas for comics transformation, distribution and reading, based around its AVE format. The AveComics application was also a finalist in the BlackBerry Innovation Awards 2009, in the "Entertainment" category. == Company history == Aquafadas, a company working on creative software for Flash, HTML5, photo, and video editing, created the application MyComics to allow the reading of comics on mobile in 2006. This application was made available in 2008, to enable the reading and storing of comics on iPhone and iPod Touch. A reading system adapted to low resolution screens was also available. In October of the same year, the company launched a comics library on both devices, in partnership with the Angoulême International Comics Festival, Fnac and SNCF. This library included the official selection of the festival, and was downloaded over 150 000 times. In December 2008 "The Adventures of Lucky Luke n°3", at Lucky Comics was published on both devices. The comic made a 50 000 € turnover. In April 2009, "Les Blondes" 10th volume was the top-selling comic for 10 months on the AppStore. After, in August 2009, the AveComics application was launched on iPhone, iPod Touch and BlackBerry. The company's website was launched in September when more than 100 titles were available on smartphones and computers. == Catalogue == AveComics works with over 80 international publishers including Glénat, Marsu Productions, Delcourt, Casterman, Soleil, Ubisoft, Les Humanoïdes Associés and Mad Fabrik. Comics such as "Assassin's Creed", "Talisman", "Titeuf", and "Seoul District" are sold by the company. == Award == Grand Prix Software Venture Capital - Senate 2008.
Evaluation of binary classifiers
Evaluation of a binary classifier typically assigns a numerical value, or values, to a classifier that represent its accuracy. An example is error rate, which measures how frequently the classifier makes a mistake. There are many metrics that can be used; different fields have different preferences. For example, in medicine sensitivity and specificity are often used, while in computer science precision and recall are preferred. An important distinction is between metrics that are independent of the prevalence or skew (how often each class occurs in the population), and metrics that depend on the prevalence – both types are useful, but they have very different properties. Often, evaluation is used to compare two methods of classification, so that one can be adopted and the other discarded. Such comparisons are more directly achieved by a form of evaluation that results in a single unitary metric rather than a pair of metrics. == Contingency table == Given a data set, a classification (the output of a classifier on that set) gives two numbers: the number of positives and the number of negatives, which add up to the total size of the set. To evaluate a classifier, one compares its output to another reference classification – ideally a perfect classification, but in practice the output of another gold standard test – and cross tabulates the data into a 2×2 contingency table, comparing the two classifications. One then evaluates the classifier relative to the gold standard by computing summary statistics of these 4 numbers. Generally these statistics will be scale invariant (scaling all the numbers by the same factor does not change the output), to make them independent of population size, which is achieved by using ratios of homogeneous functions, most simply homogeneous linear or homogeneous quadratic functions. Say we test some people for the presence of a disease. Some of these people have the disease, and our test correctly says they are positive. They are called true positives (TP). Some have the disease, but the test incorrectly claims they don't. They are called false negatives (FN). Some don't have the disease, and the test says they don't – true negatives (TN). Finally, there might be healthy people who have a positive test result – false positives (FP). These can be arranged into a 2×2 contingency table (confusion matrix), conventionally with the test result on the vertical axis and the actual condition on the horizontal axis. These numbers can then be totaled, yielding both a grand total and marginal totals. Totaling the entire table, the number of true positives, false negatives, true negatives, and false positives add up to 100% of the set. Totaling the columns (adding vertically) the number of true positives and false positives add up to 100% of the test positives, and likewise for negatives. Totaling the rows (adding horizontally), the number of true positives and false negatives add up to 100% of the condition positives (conversely for negatives). The basic marginal ratio statistics are obtained by dividing the 2×2=4 values in the table by the marginal totals (either rows or columns), yielding 2 auxiliary 2×2 tables, for a total of 8 ratios. These ratios come in 4 complementary pairs, each pair summing to 1, and so each of these derived 2×2 tables can be summarized as a pair of 2 numbers, together with their complements. Further statistics can be obtained by taking ratios of these ratios, ratios of ratios, or more complicated functions. The contingency table and the most common derived ratios are summarized below; see sequel for details. Note that the rows correspond to the condition actually being positive or negative (or classified as such by the gold standard), as indicated by the color-coding, and the associated statistics are prevalence-independent, while the columns correspond to the test being positive or negative, and the associated statistics are prevalence-dependent. There are analogous likelihood ratios for prediction values, but these are less commonly used, and not depicted above. == Pairs of metrics == Often accuracy is evaluated with a pair of metrics composed in a standard pattern. === Sensitivity and specificity === The fundamental prevalence-independent statistics are sensitivity and specificity. Sensitivity or True Positive Rate (TPR), also known as recall, is the proportion of people that tested positive and are positive (True Positive, TP) of all the people that actually are positive (Condition Positive, CP = TP + FN). It can be seen as the probability that the test is positive given that the patient is sick. With higher sensitivity, fewer actual cases of disease go undetected (or, in the case of the factory quality control, fewer faulty products go to the market). Specificity (SPC) or True Negative Rate (TNR) is the proportion of people that tested negative and are negative (True Negative, TN) of all the people that actually are negative (Condition Negative, CN = TN + FP). As with sensitivity, it can be looked at as the probability that the test result is negative given that the patient is not sick. With higher specificity, fewer healthy people are labeled as sick (or, in the factory case, fewer good products are discarded). The relationship between sensitivity and specificity, as well as the performance of the classifier, can be visualized and studied using the Receiver Operating Characteristic (ROC) curve. In theory, sensitivity and specificity are independent in the sense that it is possible to achieve 100% in both (such as in the red/blue ball example given above). In more practical, less contrived instances, however, there is usually a trade-off, such that they are inversely proportional to one another to some extent. This is because we rarely measure the actual thing we would like to classify; rather, we generally measure an indicator of the thing we would like to classify, referred to as a surrogate marker. The reason why 100% is achievable in the ball example is because redness and blueness is determined by directly detecting redness and blueness. However, indicators are sometimes compromised, such as when non-indicators mimic indicators or when indicators are time-dependent, only becoming evident after a certain lag time. The following example of a pregnancy test will make use of such an indicator. Modern pregnancy tests do not use the pregnancy itself to determine pregnancy status; rather, human chorionic gonadotropin is used, or hCG, present in the urine of gravid females, as a surrogate marker to indicate that a woman is pregnant. Because hCG can also be produced by a tumor, the specificity of modern pregnancy tests cannot be 100% (because false positives are possible). Also, because hCG is present in the urine in such small concentrations after fertilization and early embryogenesis, the sensitivity of modern pregnancy tests cannot be 100% (because false negatives are possible). === Positive and negative predictive values === In addition to sensitivity and specificity, the performance of a binary classification test can be measured with positive predictive value (PPV), also known as precision, and negative predictive value (NPV). The positive prediction value answers the question "If the test result is positive, how well does that predict an actual presence of disease?". It is calculated as TP/(TP + FP); that is, it is the proportion of true positives out of all positive results. The negative prediction value is the same, but for negatives, naturally. ==== Impact of prevalence on predictive values ==== Prevalence has a significant impact on prediction values. As an example, suppose there is a test for a disease with 99% sensitivity and 99% specificity. If 2000 people are tested and the prevalence (in the sample) is 50%, 1000 of them are sick and 1000 of them are healthy. Thus about 990 true positives and 990 true negatives are likely, with 10 false positives and 10 false negatives. The positive and negative prediction values would be 99%, so there can be high confidence in the result. However, if the prevalence is only 5%, so of the 2000 people only 100 are really sick, then the prediction values change significantly. The likely result is 99 true positives, 1 false negative, 1881 true negatives and 19 false positives. Of the 19+99 people tested positive, only 99 really have the disease – that means, intuitively, that given that a patient's test result is positive, there is only 84% chance that they really have the disease. On the other hand, given that the patient's test result is negative, there is only 1 chance in 1882, or 0.05% probability, that the patient has the disease despite the test result. === Precision and recall === Precision and recall can be interpreted as (estimated) conditional probabilities: Precision is given by P ( C = P | C ^ = P ) {\displaystyle P(C=P|{\hat {C}}=P)} while recall is given by P ( C ^ = P | C = P ) {\displaystyle P({\hat {C}}=P|C=P)} , where C ^ {\
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.
Manifold hypothesis
The manifold hypothesis posits that many high-dimensional data sets that occur in the real world actually lie along low-dimensional latent manifolds inside that high-dimensional space. As a consequence of the manifold hypothesis, many data sets that appear to initially require many variables to describe, can actually be described by a comparatively small number of variables, linked to the local coordinate system of the underlying manifold. It is suggested that this principle underpins the effectiveness of machine learning algorithms in describing high-dimensional data sets by considering a few common features. The manifold hypothesis is related to the effectiveness of nonlinear dimensionality reduction techniques in machine learning. Many techniques of dimensional reduction make the assumption that data lies along a low-dimensional submanifold, such as manifold sculpting, manifold alignment, and manifold regularization. The major implications of this hypothesis is that Machine learning models only have to fit relatively simple, low-dimensional, highly structured subspaces within their potential input space (latent manifolds). Within one of these manifolds, it's always possible to interpolate between two inputs, that is to say, morph one into another via a continuous path along which all points fall on the manifold. The ability to interpolate between samples is the key to generalization in deep learning. == The information geometry of statistical manifolds == An empirically-motivated approach to the manifold hypothesis focuses on its correspondence with an effective theory for manifold learning under the assumption that robust machine learning requires encoding the dataset of interest using methods for data compression. This perspective gradually emerged using the tools of information geometry thanks to the coordinated effort of scientists working on the efficient coding hypothesis, predictive coding and variational Bayesian methods. The argument for reasoning about the information geometry on the latent space of distributions rests upon the existence and uniqueness of the Fisher information metric. In this general setting, we are trying to find a stochastic embedding of a statistical manifold. From the perspective of dynamical systems, in the big data regime this manifold generally exhibits certain properties such as homeostasis: We can sample large amounts of data from the underlying generative process. Machine Learning experiments are reproducible, so the statistics of the generating process exhibit stationarity. In a sense made precise by theoretical neuroscientists working on the free energy principle, the statistical manifold in question possesses a Markov blanket.
Behavior-based robotics
Behavior-based robotics (BBR) or behavioral robotics is an approach in robotics that focuses on robots that are able to exhibit complex-appearing behaviors despite little internal variable state to model its immediate environment, mostly gradually correcting its actions via sensory-motor links. == Principles == Behavior-based robotics sets itself apart from traditional artificial intelligence by using biological systems as a model. Classic artificial intelligence typically uses a set of steps to solve problems, it follows a path based on internal representations of events compared to the behavior-based approach. Rather than use preset calculations to tackle a situation, behavior-based robotics relies on adaptability. This advancement has allowed behavior-based robotics to become commonplace in researching and data gathering. Most behavior-based systems are also reactive, which means they need no programming of what a chair looks like, or what kind of surface the robot is moving on. Instead, all the information is gleaned from the input of the robot's sensors. The robot uses that information to gradually correct its actions according to the changes in immediate environment. Behavior-based robots (BBR) usually show more biological-appearing actions than their computing-intensive counterparts, which are very deliberate in their actions. A BBR often makes mistakes, repeats actions, and appears confused, but can also show the anthropomorphic quality of tenacity. Comparisons between BBRs and insects are frequent because of these actions. BBRs are sometimes considered examples of weak artificial intelligence, although some have claimed they are models of all intelligence. == Features == Most behavior-based robots are programmed with a basic set of features to start them off. They are given a behavioral repertoire to work with dictating what behaviors to use and when, obstacle avoidance and battery charging can provide a foundation to help the robots learn and succeed. Rather than build world models, behavior-based robots simply react to their environment and problems within that environment. They draw upon internal knowledge learned from their past experiences combined with their basic behaviors to resolve problems. == History == The school of behavior-based robots owes much to work undertaken in the 1980s at the Massachusetts Institute of Technology by Rodney Brooks, who with students and colleagues built a series of wheeled and legged robots utilizing the subsumption architecture. Brooks' papers, often written with lighthearted titles such as "Planning is just a way of avoiding figuring out what to do next", the anthropomorphic qualities of his robots, and the relatively low cost of developing such robots, popularized the behavior-based approach. Brooks' work builds—whether by accident or not—on two prior milestones in the behavior-based approach. In the 1950s, W. Grey Walter, an English scientist with a background in neurological research, built a pair of vacuum tube-based robots that were exhibited at the 1951 Festival of Britain, and which have simple but effective behavior-based control systems. The second milestone is Valentino Braitenberg's 1984 book, "Vehicles – Experiments in Synthetic Psychology" (MIT Press). He describes a series of thought experiments demonstrating how simply wired sensor/motor connections can result in some complex-appearing behaviors such as fear and love. Later work in BBR is from the BEAM robotics community, which has built upon the work of Mark Tilden. Tilden was inspired by the reduction in the computational power needed for walking mechanisms from Brooks' experiments (which used one microcontroller for each leg), and further reduced the computational requirements to that of logic chips, transistor-based electronics, and analog circuit design. A different direction of development includes extensions of behavior-based robotics to multi-robot teams. The focus in this work is on developing simple generic mechanisms that result in coordinated group behavior, either implicitly or explicitly.
Schema-agnostic databases
Schema-agnostic databases or vocabulary-independent databases aim at supporting users to be abstracted from the representation of the data, supporting the automatic semantic matching between queries and databases. Schema-agnosticism is the property of a database of mapping a query issued with the user terminology and structure, automatically mapping it to the dataset vocabulary. The increase in the size and in the semantic heterogeneity of database schemas bring new requirements for users querying and searching structured data. At this scale it can become unfeasible for data consumers to be familiar with the representation of the data in order to query it. At the center of this discussion is the semantic gap between users and databases, which becomes more central as the scale and complexity of the data grows. == Description == The evolution of data environments towards the consumption of data from multiple data sources and the growth in the schema size, complexity, dynamicity and decentralisation (SCoDD) of schemas increases the complexity of contemporary data management. The SCoDD trend emerges as a central data management concern in Big Data scenarios, where users and applications have a demand for more complete data, produced by independent data sources, under different semantic assumptions and contexts of use, which is the typical scenario for Semantic Web Data applications. The evolution of databases in the direction of heterogeneous data environments strongly impacts the usability, semiotics and semantic assumptions behind existing data accessibility methods such as structured queries, keyword-based search and visual query systems. With schema-less databases containing potentially millions of dynamically changing attributes, it becomes unfeasible for some users to become aware of the 'schema' or vocabulary in order to query the database. At this scale, the effort in understanding the schema in order to build a structured query can become prohibitive. == Schema-agnostic queries == Schema-agnostic queries can be defined as query approaches over structured databases which allow users satisfying complex information needs without the understanding of the representation (schema) of the database. Similarly, Tran et al. defines it as "search approaches, which do not require users to know the schema underlying the data". Approaches such as keyword-based search over databases allow users to query databases without employing structured queries. However, as discussed by Tran et al.: "From these points, users however have to do further navigation and exploration to address complex information needs. Unlike keyword search used on the Web, which focuses on simple needs, the keyword search elaborated here is used to obtain more complex results. Instead of a single set of resources, the goal is to compute complex sets of resources and their relations." The development of approaches to support natural language interfaces (NLI) over databases have aimed towards the goal of schema-agnostic queries. Complementarily, some approaches based on keyword search have targeted keyword-based queries which express more complex information needs. Other approaches have explored the construction of structured queries over databases where schema constraints can be relaxed. All these approaches (natural language, keyword-based search and structured queries) have targeted different degrees of sophistication in addressing the problem of supporting a flexible semantic matching between queries and data, which vary from the completely absence of the semantic concern to more principled semantic models. While the demand for schema-agnosticism has been an implicit requirement across semantic search and natural language query systems over structured data, it is not sufficiently individuated as a concept and as a necessary requirement for contemporary database management systems. Recent works have started to define and model the semantic aspects involved on schema-agnostic queries. === Schema-agnostic structured queries === Consist of schema-agnostic queries following the syntax of a structured standard (for example SQL, SPARQL). The syntax and semantics of operators are maintained, while different terminologies are used. ==== Example 1 ==== SELECT ?y { BillClinton hasDaughter ?x . ?x marriedTo ?y . } which maps to the following SPARQL query in the dataset vocabulary: ==== Example 2 ==== which maps to the following SPARQL query in the dataset vocabulary: === Schema-agnostic keyword queries === Consist of schema-agnostic queries using keyword queries. In this case the syntax and semantics of operators are different from the structured query syntax. ==== Example ==== "Bill Clinton daughter married to" "Books by William Goldman with more than 300 pages" == Semantic complexity == As of 2016 the concept of schema-agnostic queries has been developed primarily in academia. Most of schema-agnostic query systems have been investigated in the context of Natural Language Interfaces over databases or over the Semantic Web. These works explore the application of semantic parsing techniques over large, heterogeneous and schema-less databases. More recently, the individuation of the concept of schema-agnostic query systems and databases have appeared more explicitly within the literature. Freitas et al. provide a probabilistic model on the semantic complexity of mapping schema-agnostic queries.