Rademacher complexity

In computational learning theory (machine learning and theory of computation), Rademacher complexity, named after Hans Rademacher, measures richness of a class of sets with respect to a probability distribution. The concept can also be extended to real valued functions. == Definitions == === Rademacher complexity of a set === Given a set A ⊆ R m {\displaystyle A\subseteq \mathbb {R} ^{m}} , the Rademacher complexity of A is defined as follows: Rad ⁡ ( A ) := 1 m E σ [ sup a ∈ A ∑ i = 1 m σ i a i ] {\displaystyle \operatorname {Rad} (A):={\frac {1}{m}}\mathbb {E} _{\sigma }\left[\sup _{a\in A}\sum _{i=1}^{m}\sigma _{i}a_{i}\right]} where σ 1 , σ 2 , … , σ m {\displaystyle \sigma _{1},\sigma _{2},\dots ,\sigma _{m}} are independent random variables drawn from the Rademacher distribution i.e. Pr ( σ i = + 1 ) = Pr ( σ i = − 1 ) = 1 / 2 {\displaystyle \Pr(\sigma _{i}=+1)=\Pr(\sigma _{i}=-1)=1/2} for i ∈ { 1 , 2 , … , m } {\displaystyle i\in \{1,2,\dots ,m\}} , and a = ( a 1 , … , a m ) ∈ A {\displaystyle a=(a_{1},\ldots ,a_{m})\in A} . Some authors take the absolute value of the sum before taking the supremum, but if A {\displaystyle A} is symmetric this makes no difference. === Rademacher complexity of a function class === Let S = { z 1 , z 2 , … , z m } ⊆ Z {\displaystyle S=\{z_{1},z_{2},\dots ,z_{m}\}\subseteq Z} be a sample of points and consider a function class F {\displaystyle {\mathcal {F}}} of real-valued functions over Z {\displaystyle Z} . Then, the empirical Rademacher complexity of F {\displaystyle {\mathcal {F}}} given S {\displaystyle S} is defined as: Rad S ⁡ ( F ) = 1 m E σ [ sup f ∈ F | ∑ i = 1 m σ i f ( z i ) | ] {\displaystyle \operatorname {Rad} _{S}({\mathcal {F}})={\frac {1}{m}}\mathbb {E} _{\sigma }\left[\sup _{f\in {\mathcal {F}}}\left|\sum _{i=1}^{m}\sigma _{i}f(z_{i})\right|\right]} This can also be written using the previous definition: Rad S ⁡ ( F ) = Rad ⁡ ( F ∘ S ) {\displaystyle \operatorname {Rad} _{S}({\mathcal {F}})=\operatorname {Rad} ({\mathcal {F}}\circ S)} where F ∘ S {\displaystyle {\mathcal {F}}\circ S} denotes function composition, i.e.: F ∘ S := { ( f ( z 1 ) , … , f ( z m ) ) ∣ f ∈ F } {\displaystyle {\mathcal {F}}\circ S:=\{(f(z_{1}),\ldots ,f(z_{m}))\mid f\in {\mathcal {F}}\}} The worst case empirical Rademacher complexity is Rad ¯ m ( F ) = sup S = { z 1 , … , z m } Rad S ⁡ ( F ) {\displaystyle {\overline {\operatorname {Rad} }}_{m}({\mathcal {F}})=\sup _{S=\{z_{1},\dots ,z_{m}\}}\operatorname {Rad} _{S}({\mathcal {F}})} Let P {\displaystyle P} be a probability distribution over Z {\displaystyle Z} . The Rademacher complexity of the function class F {\displaystyle {\mathcal {F}}} with respect to P {\displaystyle P} for sample size m {\displaystyle m} is: Rad P , m ⁡ ( F ) := E S ∼ P m [ Rad S ⁡ ( F ) ] {\displaystyle \operatorname {Rad} _{P,m}({\mathcal {F}}):=\mathbb {E} _{S\sim P^{m}}\left[\operatorname {Rad} _{S}({\mathcal {F}})\right]} where the above expectation is taken over an identically independently distributed (i.i.d.) sample S = ( z 1 , z 2 , … , z m ) {\displaystyle S=(z_{1},z_{2},\dots ,z_{m})} generated according to P {\displaystyle P} . == Intuition == The Rademacher complexity is typically applied on a function class of models that are used for classification, with the goal of measuring their ability to classify points drawn from a probability space under arbitrary labellings. When the function class is rich enough, it contains functions that can appropriately adapt for each arrangement of labels, simulated by the random draw of σ i {\displaystyle \sigma _{i}} under the expectation, so that this quantity in the sum is maximized. The Rademacher complexity of a set A {\displaystyle A} can be rewritten as Rad ⁡ ( A ) := 1 m E σ [ sup a ∈ A ∑ i = 1 m σ i a i ] = 1 m 2 m ∑ σ ∈ { − 1 / m , + 1 / m } m [ sup a ∈ A ⟨ σ , a ⟩ ] . {\displaystyle \operatorname {Rad} (A):={\frac {1}{m}}\mathbb {E} _{\sigma }\left[\sup _{a\in A}\sum _{i=1}^{m}\sigma _{i}a_{i}\right]={\frac {1}{{\sqrt {m}}2^{m}}}\sum _{\sigma \in \{-1/{\sqrt {m}},+1/{\sqrt {m}}\}^{m}}\left[\sup _{a\in A}\langle \sigma ,a\rangle \right].} Each term in the summation is the farthest distance of the set A {\displaystyle A} from the origin, along a unit-length direction σ {\displaystyle \sigma } . The directions are along the vertices of a hypercube. Thus, we can also write it as Rad ⁡ ( A ) = 1 2 m 1 2 m − 1 ∑ σ ∈ { − 1 / m , + 1 / m } m / { − 1 , + 1 } [ sup a ∈ A ⟨ σ , a ⟩ − inf a ∈ A ⟨ σ , a ⟩ ] {\displaystyle \operatorname {Rad} (A)={\frac {1}{2{\sqrt {m}}}}{\frac {1}{2^{m-1}}}\sum _{\sigma \in \{-1/{\sqrt {m}},+1/{\sqrt {m}}\}^{m}/\{-1,+1\}}\left[\sup _{a\in A}\langle \sigma ,a\rangle -\inf _{a\in A}\langle \sigma ,a\rangle \right]} Here, the set { − 1 / m , + 1 / m } m / { − 1 , + 1 } {\displaystyle \{-1/{\sqrt {m}},+1/{\sqrt {m}}\}^{m}/\{-1,+1\}} denotes half of the vertices of a hypercube, selected so that each diagonal has exactly one vertex selected. In words, this states that 2 m Rad ⁡ ( A ) {\displaystyle 2{\sqrt {m}}\operatorname {Rad} (A)} is precisely the average width of the set A {\displaystyle A} along all diagonal directions of a hypercube. == Examples == A singleton set has 0 width in any direction, so it has Rademacher complexity 0. The set A = { ( 1 , 1 ) , ( 1 , 2 ) } ⊆ R 2 {\displaystyle A=\{(1,1),(1,2)\}\subseteq \mathbb {R} ^{2}} has average width 1 / 2 {\displaystyle 1/{\sqrt {2}}} along the two diagonal directions of the square, so it has Rademacher complexity 1 / 4 {\displaystyle 1/4} . The unit cube [ 0 , 1 ] m {\displaystyle [0,1]^{m}} has constant width m {\displaystyle {\sqrt {m}}} along the diagonal directions, so it has Rademacher complexity 1 / 2 {\displaystyle 1/2} . Similarly, the unit cross-polytope { x ∈ R m : ‖ x ‖ 1 ≤ 1 } {\displaystyle \{x\in \mathbb {R} ^{m}:\|x\|_{1}\leq 1\}} has constant width 2 / m {\displaystyle 2/{\sqrt {m}}} along the diagonal directions, so it has Rademacher complexity 1 / m {\displaystyle 1/m} . == Using the Rademacher complexity == The Rademacher complexity can be used to derive data-dependent upper-bounds on the learnability of function classes. Intuitively, a function-class with smaller Rademacher complexity is easier to learn. === Bounding the representativeness === In machine learning, it is desired to have a training set that represents the true distribution of some sample data S {\displaystyle S} . This can be quantified using the notion of representativeness. Denote by P {\displaystyle P} the probability distribution from which the samples are drawn. Denote by H {\displaystyle H} the set of hypotheses (potential classifiers) and denote by F {\displaystyle {\mathcal {F}}} the corresponding set of error functions, i.e., for every hypothesis h ∈ H {\displaystyle h\in H} , there is a function f h ∈ F {\displaystyle f_{h}\in F} , that maps each training sample (features,label) to the error of the classifier h {\displaystyle h} (note in this case hypothesis and classifier are used interchangeably). For example, in the case that h {\displaystyle h} represents a binary classifier, the error function is a 0–1 loss function, i.e. the error function f h {\displaystyle f_{h}} returns 0 if h {\displaystyle h} correctly classifies a sample and 1 else. We omit the index and write f {\displaystyle f} instead of f h {\displaystyle f_{h}} when the underlying hypothesis is irrelevant. Define: L P ( f ) := E z ∼ P [ f ( z ) ] {\displaystyle L_{P}(f):=\mathbb {E} _{z\sim P}[f(z)]} – the expected error of some error function f ∈ F {\displaystyle f\in {\mathcal {F}}} on the real distribution P {\displaystyle P} ; L S ( f ) := 1 m ∑ i = 1 m f ( z i ) {\displaystyle L_{S}(f):={1 \over m}\sum _{i=1}^{m}f(z_{i})} – the estimated error of some error function f ∈ F {\displaystyle f\in {\mathcal {F}}} on the sample S {\displaystyle S} . The representativeness of the sample S {\displaystyle S} , with respect to P {\displaystyle P} and F {\displaystyle {\mathcal {F}}} , is defined as: Rep P ⁡ ( F , S ) := sup f ∈ F ( L P ( f ) − L S ( f ) ) {\displaystyle \operatorname {Rep} _{P}({\mathcal {F}},S):=\sup _{f\in F}(L_{P}(f)-L_{S}(f))} Smaller representativeness is better, since it provides a way to avoid overfitting: it means that the true error of a classifier is not much higher than its estimated error, and so selecting a classifier that has low estimated error will ensure that the true error is also low. Note however that the concept of representativeness is relative and hence can not be compared across distinct samples. The expected representativeness of a sample can be bounded above by the Rademacher complexity of the function class: If F {\displaystyle {\mathcal {F}}} is a set of functions with range within [ 0 , 1 ] {\displaystyle [0,1]} , then Rad P , m ⁡ ( F ) − ln ⁡ 2 2 m ≤ E S ∼ P m [ Rep P ⁡ ( F , S ) ] ≤ 2 Rad P , m ⁡ ( F ) {\displaystyle \operatorname {Rad} _{P,m}({\mathcal {F}})-{\sqrt {\frac {\ln 2}{2m}}}\leq \mathbb {E} _{S\sim P^{m}}[\operatorname {Rep} _{P}({\

Alexander Y. Tetelbaum

Alexander Y. Tetelbaum (born August 16, 1948) is a Ukrainian American computer scientist, inventor, and academic who has contributed to electronic design automation (EDA) and artificial intelligence (AI) since the late 1960s; and holds 46 U.S. patents in EDA and related fields. Tetelbaum is the founding president of International Solomon University, the first Jewish university in Ukraine, established during a period of renewed efforts to address antisemitism in Ukraine. == Early life and education == He graduated from a Kyiv mathematical high school with a silver medal in 1966. Tetelbaum enrolled at the Kyiv Polytechnic Institute (KPI), now National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" in 1966, graduating in 1972 with an MS in Electronics with honors. He earned his PhD in Electrical and Computer Engineering from KPI in 1975, with a dissertation on electronic design automation, and his Doctor of Engineering Science in 1986. == Academic career == Tetelbaum began his academic career at KPI in 1973 as a junior scientist, becoming a professor in the Computer and Electrical Engineering Department in 1980. Later, he founded and served as president of International Solomon University in Kyiv from 1991 to 1996, the first Jewish university in Ukraine. The university became a major academic center for computer science and Jewish studies in the post-Soviet era. He was a visiting and adjunct professor at Michigan State University from 1993 to 1996. == Professional career == Tetelbaum worked as an engineer at the Kiev Institute of Cybernetics from 1972 to 1973, and later, he led the Design Automation Lab at Kyiv Polytechnic Institute from 1975 to 1987. In the United States, he served as EDA manager at Silicon Graphics Corporation from 1996 to 1998 and principal engineer at LSI Corporation from 1998 to 2012. He founded and served as CEO of Abelite Design Automation, Inc., from 2012 to 2022. == Contributions in computer science == Tetelbaum has contributed to electronic design automation (EDA) and artificial intelligence (AI) since the 1960s. His early work included methods for EDA, particularly physical design automation and mathematical optimization; and he developed force-directed placement and topological routing methods. Tetelbaum generalized Rent's rule for hierarchical systems and large blocks, proposing a graph-based framework that extends applicability to arbitrary partition sizes with improved accuracy. Additional IEEE and related conference contributions from the mid-1990s include: "Path Search for Complicated Function", 1995 IEEE International Symposium on Circuits and Systems "A Performance-driven Placement Approach of Standard Cells" (International Conference on Intelligent Systems, 1995) "Framework of a New Methodology for Behavioral to Physical Design Linkage" (38th Midwest Symposium on Circuits and Systems, 1996) Statistical timing design and variations Test Methodologies These and other works and patents contributed to timing-driven placement, crosstalk reduction, clock tree synthesis, and interconnect optimization in VLSI design. == Patents == Tetelbaum holds 46 U.S. patents in EDA and related fields. Notable examples include: For the full list of patents, see Justia Patents or Google Patents. == Publications == === Early publications in the Soviet Union === Before the appearance of American books on electronic design automation (EDA), Tetelbaum published several scientific books and monographs on the subject in Russian/Ukrainian. Electronic Design Automation, Kiev: Znanie Publisher, 1975. Planar Design of Electronic Circuits, Kiev: Znanie Publisher, 1977. Formal Design of Computer Systems, Moscow: Sovetskoe Radio, 1979. CAD of Electronic Equipment: Topological Approach, Kiev: Vyssha Shkola, 1980; 2nd ed. 1981. Automated Design of Electronic Circuits (1981) CAD of VLSI Circuits, Kiev: Vyssha Shkola, 1983. Topological Algorithms of Multilayer Printed Circuit Boards Routing, Moscow: Radio i Svyaz, 1983. CAD of VLSI Circuits on Master Slice Chips, Moscow: Radio i Svyaz, 1988. Increasing the Effectiveness of CAD Systems, Kiev: UMKVO, 1991. === Scientific Monographs (English) === Minimum Number of Timing Signoff Corners (2022) Interviewing AI (2026) The AI Debate (2026) New Nostradamus Predictions: 2026: The Next Decade & Beyond (2035–2050+) (2026) For a consolidated record of Tetelbaum's publications, see Alexander Y. Tetelbaum, Wikidata Q4720205. === Other publications === Tetelbaum also published educational books on problem-solving methods: Yes-No Puzzles-Games Puzzle Games for Kids Solving Non-Standard Problems Solving Non-Standard Very Hard Problems Additionally, Tetelbaum published three thrillers: Omerta Operations Executive Director Eruption Yacht Finally, he published his memoir and an entertaining book: Unfinished Equations Artificially Intelligent Humor

Sex differences in social media use

Men and women use social media in different ways and with different frequencies. In general, several researchers have found that women tend to use social network services (SNSs) more than men and primiarly to socialize. == Differences == === Predilection for usage === Many studies have found that women are more likely to use either specific SNSs such as Facebook or MySpace or SNSs in general. In 2015, 73% of online men and 80% of online women used social networking sites. The gap in gender differences has become less apparent in LinkedIn. In 2015 about 26 percent of online men and 25% of online women used the business-and employee-oriented networking site. Researchers who have examined the gender of users of multiple SNSs have found contradictory results. Hargittai's groundbreaking 2007 study examining race, gender, and other differences between undergraduate college student users of SNSs found that women were not only more likely to have used SNSes than men but that they were also more likely to have used many different services, including Facebook, MySpace, and Friendster; these differences persisted in several models and analyses. Although she only surveyed students at one institution – the University of Illinois at Chicago – Hargittai selected that institution intentionally as "an ideal location for studies of how different kinds of people use online sites and services." In contrast, data collected by the Pew Internet & American Life Project found that men were more likely to have multiple SNS profiles. Although the sample sizes of the two surveys are comparable – 1,650 Internet users in the Pew survey compared with 1,060 in Hargittai's survey – the data from the Pew survey are newer and arguably more representative of the entire adult United States population. Pinterest, Facebook, and Instagram attract more females. Picture sharing sites overall are very popular among women. Pinterest alone attracts three times as many female users than male. However, use of Pinterest by men has increased from 5% in 2012. Facebook attracts about 77% of women online. Instagram is also more likely to attract women. Men are more likely to participate in online forums like Reddit, Digg or Slashdot. One in five men claim to be a part of an online forum. === Uses === In general, women seem to use SNSs more to explicitly foster social connections. A study conducted by Pew research centers found that women were more avid users of social media. In November 2010, the gap between men and women was as high as 15%. Female participants in a multi-stage study conducted in 2007 to discover the motivations of Facebook users scored higher on scales for social connection and posting of photographs. Studies have also been conducted on the differences between females and males with regards to blogging. The Pew Research Center found that younger females are more likely to blog than males their own age, even males that are older than them. Similarly, in a study of blogs maintained in MySpace, women were found to be more likely to not only write blogs but also write about family, romantic relationships, friendships, and health in those blogs. A study of Swedish SNS users found that women were more likely to have expressions of friendship, specifically in the areas of (a) publishing photos of their friends, (b) specifically naming their best friends, and (c) writing poems to and about their friends. Women were also more likely to have expressions related to family relationships and romantic relationships. One of the key findings of this research is that those men who do have expressions of romantic relationships in their profile had expressions just as strong as the women. However, the researcher speculated that this may be in part due to a desire to publicly express heterosexual behaviors and mannerisms instead of merely expressing romantic feelings. A large-scale study of gender differences in MySpace found that both men and women tended to have a majority of female Friends, and both men and women tended to have a majority of female "Top" Friends in the site. A later study found women to author disproportionately many (public) comments in MySpace, but an investigation into the role of emotion in public MySpace comments found that women both give and receive stronger positive emotion. It was hypothesised that women are simply more effective at using social networking sites because they are better able to harness positive emotion. A study focused on the influence of gender and personality on individuals' use of online social networking websites such as Facebook, reported that men use social networking sites with the intention of forming new relationships, whereas, women use them more for relationship maintenance. In addition to this, women are more likely to use Facebook or MySpace to compare themselves to others and also to search for information. Men, however, are more likely to look at other people's profiles with in the intention to find friends. Women were less successful at actually finding new friends, but more successful at "maintaining existing relationships, making new relationships, using for academic purposes and following specific agenda". Similarly, men also self-reported this motivation "while women reported using them more for relationship maintenance". === Personality === OCEAN personality traits are known to systematically vary between human males and females. In one study, the same women were more extraverted and agreeable, such as less neurotic while on social media than offline. Other studies associated neuroticism with female use of social media. === Privacy === Privacy has been the primary topic of many studies of SNS users, and many of these studies have found differences between male and female SNS users, although some studies have found results contradictory to those found in other studies. Some researchers have found that women are more protective of their personal information and more likely to have private profiles. Other researchers have found that women are less likely to post some types of information. Acquisti and Gross found that women in their sample were less likely to reveal their sexual orientation, personal address, or cell phone number. This is similar to Pew Internet & American Life research of children users of SNSs that found that boys and girls presented different views of privacy and behaviors, with girls being more concerned about and restrictive of information such as city, town, last name, and cell phone number that could be used to locate them. At least one group of researchers has found that women are less likely to share information that "identifies them directly – last name, cell phone number, and address or home phone number," linking that resistance to women's greater concerns about "cyberstalking", "cyberbullying", and security problems. Despite these concerns about privacy, researchers have found that women are more likely to maintain up-to-date photos of themselves. Further, Kolek and Saunders found in their sample of college student Facebook users that women were more likely to not only post a photograph of themselves in their profile but that they were more likely to have a publicly viewable Facebook account (a contradictory finding compared to many other studies), post photos, and post photo albums. Women were more likely to have: (a) a publicly viewable Facebook account, (b) more photo albums, (c) more photos, (d) a photo of themselves as their profile picture, (e) positive references to alcohol, partying, or drugs, and (f) more positive references to or about the institution or institution-related activities. In general, women were more likely to disclose information about themselves in their Facebook profile, with the primary exception of sharing their telephone number. Similarly, female respondents to Strano's study were more likely to keep their profile photo recent and choose a photo that made them appear attractive, happy, and fun-loving. Citing several examples, Strano opined that there may also be a difference in how men and women Facebook users display and interpret profile photos depicting relationships. Privacy has also been a concern for the SnapChat app, which allows you to send messages either text or photo or video which then disappear. One study has shown that security is not a major concern for the majority of users and that most do not use Snapchat to send sensitive content (although up to 25% may do so experimentally). As part of their research almost no statistically significant gender differences were found. === Cyberbullying === Past research carried out to investigate if there are any gender differences in cyber-bullying has found that boys commit more cyber verbal bullying, cyber forgery and more violence based on hidden identity or presenting themselves as other person. === Mansplaining === A 2021 article found that mansplaining could be seen more prominent online rather than offl

Social media use in education

Social media in education is the use of social media to enhance education. Social media are "a group of Internet-based applications...that allow the creation and exchange of user-generated content". It is also known as the read/write web. As time went on and technology evolved, social media has been an integral part of people's lives, including students, scholars, and teachers. However, social media are controversial because, in addition to providing new means of connection, critics claim that they damage self-esteem, shorten attention spans, and increase mental health issues. A 2016 dissertation presented surveys that focused on the impact of social media. It reported that 54.6% of students believed that social media affected their studies positively (38% agree, 16.6% strongly agree). About 40% disagreed, and 4.7% of students strongly disagreed. 53% of female students reported that social media negatively impacted their studies. Among male students, 40% agreed that social media had a negative impact on studies, while 59% disagreed. A 2023 article dives deep into the rewards system of the brain in response to social media. This study compares the social rewards system in our brain to those from social media. From ages 10-12, most are receiving a cell phone, social rewards in the brain start to feel more satisfying. Leading to adulthood, the effects of social rewards are less likely to feel reliant on feedback from peers. Equivalent to a more mature prefrontal cortex, this enables a better management of their emotional reaction to these social rewards, meaning a more balanced and controlled reaction. == History == A survey from Cambridge International of nearly 20,000 teachers and students (ages 12–19) from 100 countries found that 48% of students use a desktop computer in class, 42% uses phones, 33% use interactive whiteboards and 20% use tablets. Desktop computers are more used than tablets. Teachers were abandoning the "no phones at school" rule. A 2024 research survey through Common Sense Education reported 54% of age 8-12 and 69% of ages 13-18 social media is an extensive distraction from homework. === United States === The long-running technology boom accelerated after the millennium. As of 2018, 95% of US teenage students had access to a smartphone and 45% said they were online almost constantly. In the early days of social media, access to technology was a significant issue as many students did not own not compatible devices and school budgets were often insufficient to purchase devices for student use. Despite backlash, Missouri passed a law that prohibited teachers from communicating privately with students over social media in 2011. Supporters were concerned that online communication between underage students and faculty could lead to inappropriate relationships. Some schools adopted a "Bring Your Own Device" (BYOD) policy, allowing students to bring Internet-accessing devices, such as phones or tablets to class. During the pandemic, the federal government offered funds that allowed more schools to purchase devices. Over time, more students acquired phones with social media access. Personal devices increased student satisfaction, but reduced teachers' ability to control device use in their classrooms. A 2018 Pew Research study reported that 95% of teenagers had a phone and used social media consistently. === Canada === The Peel District School Board (PDSB) in Ontario accepted the use of social media in the classroom. In 2013, the PDSB introduced BYOD and unblocked many social media sites. That was later replaced by a policy that dealt specifically with social media. == Uses == === Classroom === In the classroom, social media offers a way to systematically distribute and gather information from students. Teachers can supply documents, and audio/video media to students for immediate or later use. One study on higher education reported that devices and social media: created opportunities for interaction provided occasions for collaboration sped up information access offered more ways to learn situated learning. Frustrations included anti-technology instructors, device challenges, and devices as a distraction. Social media in classrooms can have a negative effect. A Yale University publication reported that students who used laptops in class for non-academic reasons had poorer performance. Students spent most of their time on social media, shopping, and other personal activities. Social media has helped many educators mentor their students more effectively. === Outside of class === Social media offer a venue for video calls, stories, feeds, and game playing that can enhance the learning process. Teachers can utilize social media to communicate with their students. Social media can provide students with resources that they can utilize in essays, projects, and presentations. Students can easily access comments made by teachers and peers and offer feedback to teachers. Social media can offer students the opportunity to collaborate by sharing information without requiring face to face meetings. Social media can allow students to more easily connect with experts, to go beyond course materials. Instructors in a 2010 study reported that online technologies (social media) can help students become comfortable having discussions outside the classroom better than traditional means. Teachers may face some risk when using social media outside the classroom, without appropriate work rules. Studies explores how college students' engagement with social media platforms influences their communication preferences and habits, particularly in relation to using school email for academic purposes. === Professional development === Social media can aid professional development, as teachers become students, enhancing knowledge transfer, skill master, and collaboration. === Non-academic uses === Schools can use social media to make public announcements. Teachers and administrators can communicate other important information to parents and students and to receive feedback from them. Families can keep up with school events and policies. === Ecology education === The potential of using social media in ecological, nature and forest education include: virtual nature groups can help promote good habits in forest tourism and recreation (nature ethics), by entering general rules in the regulations by administrators, e.g. "DO NOT PICK UP PLANTS UNKNOWN TO US", which is to protects rare species from pointless picking. social media activity motivates people to learn about nature in the field, allows them to gain knowledge, dispels popular myths, enables contact with scientists and practitioners, promotes valuable literature, websites, and at the same time reveals distortions and substantive errors in popular news services. contact is not only virtual. Despite financial barriers and distance, Internet users organize nature conventions. Such meetings are an opportunity not only to make friends, but also to learn about nature together and have fun. the possibility of contact between scientists and nature lovers via Facebook has become a source of cooperation in species inventory, e.g. the online campaign of the NATRIX Herpetological Society, which consists not only of collecting reports of observations of the smooth snake by Internet users, but also of drawing attention to the biology and threats to this species. Social media has become a place where ecology education quickly reaches people of different ages and social statuses. The nature groups that have been created, in which nature lovers, biologists, foresters and scientists participate, can have a real impact on the state of knowledge and data collection through citizen science. == Apps and services == Social media can allow students to participate in their field by working with organizations outside the classroom. By offering easier access to peers outside the classroom, students can broaden their perspectives and find support resources. Social media aided learning outside of the classroom through collaboration and innovation. One specific study, "Exploring education-related use of social media," called this "audience connectors". Audience connectors bring students together while studying with WhatsApp and Facebook. This study reported that "60 percent [of students in the study] agreed that technology changes education for the better." While social media can promote a beneficial education platform, downsides exist. Students may become skilled at "lifting material from the internet" rather than enhancing their personal understanding. Another downside is student attention spans decline. A concern raised by the students of this study showed how many use spell-check as a crutch and will see a trend of points taken off when spell-check is not an option. Apps like X allowed teachers to make classroom accounts where students can learn about social media in a controlled context. Teachers can post assignments on th

Chunked transfer encoding

Chunked transfer encoding is a streaming data transfer mechanism available in Hypertext Transfer Protocol (HTTP) version 1.1, defined in RFC 9112 §7.1. In chunked transfer encoding, the data stream is divided into a series of non-overlapping "chunks". The chunks are sent out and received independently of one another. At any given time, no knowledge of the data stream outside the currently-being-processed chunk is necessary for either the sender or the receiver. Each chunk is preceded by its size in bytes and transmission ends when a zero-length chunk is received. The chunked keyword in the Transfer-Encoding header is used to indicate chunked transfer. Chunked transfer encoding is not supported in HTTP/2, which provides its own mechanisms for data streaming. == Rationale == The introduction of chunked encoding provided various benefits: Chunked transfer encoding allows a server to maintain an HTTP persistent connection for dynamically generated content. In this case, the HTTP Content-Length header cannot be used to delimit the content and the next HTTP request/response, as the content size is not yet known. Chunked encoding has the benefit that it is not necessary to generate the full content before writing the header, as it allows streaming of content as chunks and explicitly signaling the end of the content, making the connection available for the next HTTP request/response. Chunked encoding allows the sender to send additional header fields after the message body. This is important in cases where values of a field cannot be known until the content has been produced, such as when the content of the message must be digitally signed. Without chunked encoding, the sender would have to buffer the content until it was complete in order to calculate a field value and send it before the content. == Applicability == For version 1.1 of the HTTP protocol, the chunked transfer mechanism is considered to be always and anyway acceptable, even if not listed in the Transfer-Encoding (TE) request header field, and when used with other transfer mechanisms, should always be applied last to the transferred data and never more than one time. This transfer encoding method also allows additional entity header fields to be sent after the last chunk if the client specified the "trailers" parameter as an argument of the TE request field. The origin server of the response can also decide to send additional entity trailers even if the client did not specify the "trailers" parameter, but only if the metadata is optional (i.e. the client can use the received entity without them). Whenever the trailers are used, the server should list their names in the Trailer header field; three header field types are specifically prohibited from appearing as a trailer field: Content-Length, Trailer, and Transfer-Encoding. == Format == If a Transfer-Encoding field with a value of "chunked" is specified in an HTTP message (either a request sent by a client or the response from the server), the body of the message consists of one or more chunks and one terminating chunk with an optional trailer before the final ␍␊ sequence (i.e. carriage return followed by line feed). Each chunk starts with the number of octets of the data it embeds expressed as a hexadecimal number in ASCII followed by optional parameters (chunk extension) and a terminating ␍␊ sequence, followed by the chunk data. The chunk is terminated by ␍␊. If chunk extensions are provided, the chunk size is terminated by a semicolon and followed by the parameters, each also delimited by semicolons. Each parameter is encoded as an extension name followed by an optional equal sign and value. These parameters could be used for a running message digest or digital signature, or to indicate an estimated transfer progress, for instance. The terminating chunk is a special chunk of zero length. It may contain a trailer, which consists of a (possibly empty) sequence of entity header fields. Normally, such header fields would be sent in the message's header; however, it may be more efficient to determine them after processing the entire message entity. In that case, it is useful to send those headers in the trailer. Header fields that regulate the use of trailers are Transfer-Encoding with the "trailers" parameter (used in requests) and Trailer (used in responses). == Use with compression == HTTP servers often use compression to optimize transmission, for example with Content-Encoding: gzip or Content-Encoding: deflate. If both compression and chunked encoding are enabled, then the content stream is first compressed, then chunked; so the chunk encoding itself is not compressed, and the data in each chunk is compressed holistically (i.e. based on the whole content). The remote endpoint then decodes the stream by concatenating the chunks and uncompressing the result. == Example == === Encoded data === The following example contains three chunks of size 4, 7, and 11 (hexadecimal "B") octets of data. 4␍␊Wiki␍␊7␍␊pedia i␍␊B␍␊n ␍␊chunks.␍␊0␍␊␍␊ Below is an annotated version of the encoded data. 4␍␊ (chunk size is four octets) Wiki (four octets of data) ␍␊ (end of chunk) 7␍␊ (chunk size is seven octets) pedia i (seven octets of data) ␍␊ (end of chunk) B␍␊ (chunk size is eleven octets) n ␍␊chunks. (eleven octets of data) ␍␊ (end of chunk) 0␍␊ (chunk size is zero octets, no more chunks) ␍␊ (end of final chunk with zero data octets) Note: Each chunk's size excludes the two ␍␊ bytes that terminate the data of each chunk. === Decoded data === Decoding the above example produces the following octets: Wikipedia in ␍␊chunks. The bytes above are typically displayed as Wikipedia in chunks.

Film-out

Film-out is the process in the computer graphics, video production and filmmaking disciplines of transferring images or animation from videotape or digital files to a traditional film print. Film-out is a broad term that encompasses the conversion of frame rates, color correction, as well as the actual printing, also called scannior recording. The film-out process is different depending on the regional standard of the master videotape in question – NTSC, PAL, or SECAM – or likewise on the several emerging region-independent formats of high definition video (HD video); thus each type is covered separately, taking into account regional film-out industries, methods and technical considerations. == Live action video == Many modern documentaries and low-budget films are shot on videotape or other digital video media, instead of film stock, and completed as digital video. Video production means substantially lower costs than 16 mm or 35 mm film production on all levels. Until recently, the relatively low cost of video ended when the issue of a theatrical presentation was raised, which required a print for film projection. With the growing presence of digital projection, this is becoming less of a factor. === Standard definition (SD) video === Film-out of standard-definition video – or any source that has an incompatible frame rate – is the up-conversion of video media to film for theatrical viewing. The video-to-film conversion process consists of two major steps: first, the conversion of video into digital film frames which are then stored on a computer or on HD videotape; and secondly, the printing of these digital film frames onto actual film. To understand these two steps, it is important to understand how video and film differ. Film (sound film, at least) has remained unchanged for almost a century and creates the illusion of moving images through the rapid projection of still images, frames, upon a screen, typically 24 per second. Traditional interlaced SD video has no real frame rate, (though the term frame is applied to video, it has a different meaning). Instead, video consists of a very fast succession of horizontal lines that continually cascade down the television screen – streaming top to bottom, before jumping back to the top and then streaming down to the bottom again, repeatedly, almost 60 alternating screen-fulls every second for NTSC, or exactly 50 such screen-fulls per second for PAL and SECAM. Since visual movement in video is infused in this continuous cascade of scan lines, there is no discrete image or real frame that can be identified at any one time. Therefore, when transferring video to film, it is necessary to invent individual film frames, 24 for every second of elapsed time. The bulk of the work done by a film-out company is this first step, creating film frames out of the stream of interlaced video. Each company employs its own (often proprietary) technology for turning interlaced video into high-resolution digital video files of 24 discrete images every second, called 24 progressive video or 24p. The technology must filter out all the visually unappealing artifacting that results from the inherent mismatch between video and film movement. Moreover, the conversion process usually requires human intervention at every edit point of a video program, so that each type of scene can be calibrated for maximum visual quality. The use of archival footage in video especially calls for extra attention. Step two, the scanning to film, is the rote part of the process. This is the mechanical step where lasers print each of the newly created frames of the 24p video, stored on computer files or HD videotape, onto rolls of film. Most companies that do film-out, do all the stages of the process themselves for a lump sum. The job includes converting interlaced video into 24p and often a color correction session – (calibrating the image for theatrical projection), before scanning to physical film, (possibly followed by color correction of the film print made from the digital intermediary) – is offered. At the very least, film-out can be understood as the process of converting interlaced video to 24p and then scanning it to film. ==== NTSC video ==== NTSC is the most challenging of the formats when it comes to standards conversion and, specifically, converting to film prints. NTSC runs at the approximate rate of 29.97 video frames (consisting of two interlaced screen-fulls of scan lines, called fields, per frame) per second. In this way, NTSC resolves actual live action movement at almost – but not quite – 60 alternating half-resolution images every second. Because of this 29.97 rate, no direct correlation to film frames at 24 frames per second can be achieved. NTSC is hardest to reconcile with film, thus motivating its own unique processes. ==== PAL and SECAM video ==== PAL and SECAM run at 25 interlaced video frames per second, which can be slowed down or frame-dropped, then deinterlaced, to correlate frame for frame with film running at 24 actual frames per second. PAL and SECAM are less complex and demanding than NTSC for film-out. PAL and SECAM conversions do agitate, though, with the unpleasant choice between slowing down video (and audio pitch, noticeably) by four percent, from 25 to 24 frames per second, in order to maintain a 1:1 frame match, slightly changing the rhythm and feel of the program; or maintaining original speed by periodically dropping frames, thereby creating jerkiness and possible loss of vital detail in fast-moving action or precise edits. === High definition (HD) digital video === High definition digital video can be shot at a variety of frame rates, including 29.97 interlaced (like NTSC) or progressive; or 25 interlaced (like PAL) or progressive; or even 24-progressive (just like film). HD, if shot in 24-progressive, scans nearly perfectly to film without the need for a frame or field conversion process. Other issues remain though, based on the different resolutions, color spaces, and compression schemes that exist in the high-definition video world. == Computer graphics and animation == Artists working with CGI-Computer-generated imagery animation computers create pictures frame by frame. Once the finished product is done, the frames are outputted, normally in a DPX file. These picture data files can then be put on to film using a film recorder for film out. SGI computers started the high-end CGI-Computer-generated imagery animation systems, but with faster computers and the growth of Linux-based systems, many others are on the market now. Movies fully rendered and animated in CGI such as Toy Story, and Antz utilize the film-out method to produce 35mm copies for archival and release prints. Most CGI work is done in 2K Display resolution files (about the size of QXGA) and then output to the Film-out device for creation of 35 mm elements. With 4K Display resolution digital intermediates on the rise, newer types of film-out recorders are being developed to accept 4k resolution files. A 2K movie requires a Storage Area Network storage several terabytes in size to be properly stored and played out. Computer graphics files are handled the same way but in single frames and may use DPX, TIFF or other file formats. == Digital intermediates == Film-out-recording is the last step of digital intermediate workflow. DPX files that were scanned on a motion picture film scanner are stored on a storage area network (often abbreviated as SAN). The scanned DPX footage is edited and composited-FX on workstations, then mastered back on film. Film restoration is also done this way. A "film intermediate" is an analog variation of a digital intermediate, where a project shot on digital video is printed onto film stock and transferred back to digital video to emulate film. The term was coined after it was used on the Oscar-winning 2012 short film "Curfew". The process was also used on the films Dune (2021) and The Batman (2022). == Images for graphic design and print industries == The days of newspapers and magazines shooting 35mm film are almost gone. Digital cameras can now shoot all the images needed, storing them as files (e.g. JPEG, DPX or another format) that are readily edited prior to use. Once the final copy is approved, it can be filmed out for publishing. Digital stills are not the only way to get pictures used in the graphic design and print industries. Film scanners and computer graphics programs are also common sources for graphic design and print industries. == Types of devices == The following devices are used in film-out processes: CRT recorder. Camera and a special TV display Kinescope – early type Electronic Video Recording or EVR – early type EBR Electron Beam Film Recorder 16 mm by 3M Laser film recorder, like Kodak's high-end Lightning II recorder and Arri's Arrilaser. DLP Film recorder, like Cinevation's real-time Cinevator. == History == Lately it has become possible to transfer video images, inclu

Software token

A software token (a.k.a. soft token) is a piece of a two-factor authentication security device that may be used to authorize the use of computer services. Software tokens are stored on a general-purpose electronic device such as a desktop computer, laptop, PDA, or mobile phone and can be duplicated. (Contrast hardware tokens, where the credentials are stored on a dedicated hardware device and therefore cannot be duplicated — absent physical invasion of the device) Because software tokens are something one does not physically possess, they are exposed to unique threats based on duplication of the underlying cryptographic material - for example, computer viruses and software attacks. Both hardware and software tokens are vulnerable to bot-based man-in-the-middle attacks, or to simple phishing attacks in which the one-time password provided by the token is solicited, and then supplied to the genuine website in a timely manner. Software tokens do have benefits: there is no physical token to carry, they do not contain batteries that will run out, and they are cheaper than hardware tokens. == Security architecture == There are two primary architectures for software tokens: shared secret and public-key cryptography. For a shared secret, an administrator will typically generate a configuration file for each end-user. The file will contain a username, a personal identification number, and the secret. This configuration file is given to the user. The shared secret architecture is potentially vulnerable in a number of areas. The configuration file can be compromised if it is stolen and the token is copied. With time-based software tokens, it is possible to borrow an individual's PDA or laptop, set the clock forward, and generate codes that will be valid in the future. Any software token that uses shared secrets and stores the PIN alongside the shared secret in a software client can be stolen and subjected to offline attacks. Shared secret tokens can be difficult to distribute, since each token is essentially a different piece of software. Each user must receive a copy of the secret, which can create time constraints. Some newer software tokens rely on public-key cryptography, or asymmetric cryptography. This architecture eliminates some of the traditional weaknesses of software tokens, but does not affect their primary weakness (ability to duplicate). A PIN can be stored on a remote authentication server instead of with the token client, making a stolen software token no good unless the PIN is known as well. However, in the case of a virus infection, the cryptographic material can be duplicated and then the PIN can be captured (via keylogging or similar) the next time the user authenticates. If there are attempts made to guess the PIN, it can be detected and logged on the authentication server, which can disable the token. Using asymmetric cryptography also simplifies implementation, since the token client can generate its own key pair and exchange public keys with the server.