Lynda Soderholm is a physical chemist at the U.S. Department of Energy's (DOE) Argonne National Laboratory with a specialty in f-block elements. She is a senior scientist and the lead of the Actinide, Geochemistry & Separation Sciences Theme within Argonne's Chemical Sciences and Engineering Division. Her specific role is the Separation Science group leader within Heavy Element Chemistry and Separation Science (HESS), directing basic research focused on low-energy methods for isolating lanthanide and actinide elements from complex mixtures. She has made fundamental contributions to understanding f-block chemistry and characterizing f-block elements. Soderholm became a Fellow of the American Association for the Advancement of Science (AAAS) in 2013, and is also an Argonne Distinguished Fellow. == Early life and education == Soderholm was awarded her PhD in 1982 by McMaster University under the direction of Prof John Greedan. Her dissertation focused on characterizing the structural and magnetic properties of a series of ternary f-ion oxides. After graduating, she was awarded a NATO postdoctoral fellow at the Centre national de la recherche scientifique in France from 1982 until 1985. After a short postdoctoral appointment as an Argonne postdoctoral fellow she was promoted to staff scientist the same year. Over several years, she moved up the ranks, becoming a senior chemist in 2001. She was also an adjunct professor at the University of Notre Dame from 2003 until 2007. In 2021, Soderholm was appointed interim Division Director for the Chemical Sciences and Engineering Division. == Career and research == === Uncovering structure of Yttrium-123 Superconductor === Early in her career, Soderholm focused on the characterizing the magnetic and electronic behavior of compounds containing f-ions (lanthanides and actinides) with a focus on high-Tc materials, compounds that are superconducting under usually high temperatures. She was part of the research group that first determined the structure of YBa2Cu3O7. Their discovery formed the foundation for the further developments in the broad field of superconductivity. === Understanding f-ion speciation in solution === Continuing her interest in the f-elements, Soderholm shifted her focus from solid-state materials to nanoparticles and solutions, taking advantage of advances in X-ray structural probes made available by synchrotron facilities. Building on her earlier work using neutron scattering, her team became the first to discover that plutonium exists in solution as tiny, well-defined nanoparticles. This work solved a longstanding problem in understanding transport of plutonium in the environment and resulted in the development of a new, patented approach to separating plutonium during nuclear reprocessing. === Using machine learning to evaluate molecular structures === Soderholm's more recent projects use machine learning to understand the influence of complex molecular structuring in solutions, in connection with low-energy processes for separation of f-block elements from complex mixtures. == Awards and honors == University of Chicago Board of Governors' Distinguished Performance Award, 2009. Fellow of the American Association for the Advancement of Science, 2013. Argonne Distinguished Fellow, 2016 DOE materials sciences research competition for Outstanding Scientific Accomplishments in Solid State Physics, 1987. == Select publications == Beno, M. A.; Soderholm, L.; Capone, D. W., II; Hinks, D. G.; Jorgensen, J. D.; Grace, J. D.; Schuller, I. K.; Segre, C. U.; Zhang, K., Structure of the single-phase high-temperature superconductor yttrium barium copper oxide (YBa2Cu3O7−δ). Appl. Phys. Lett. 1987, 51 (1), 57–9. Soderholm, L.; Zhang, K.; Hinks, D. G.; Beno, M. A.; Jorgensen, J. D.; Segre, C. U.; Schuller, I. K., Incorporation of praseodymium in YBa2Cu3O7−δ: electronic effects on superconductivity. Nature (London) 1987, 328 (6131), 604–5. Antonio, M. R.; Williams, C. W.; Soderholm, L., Berkelium redox speciation. Radiochim. Acta 2002, 90 (12), 851–856. Soderholm, L.; Skanthakumar, S.; Neuefeind, J., Determination of actinide speciation in solution using high-energy X-ray scattering. Anal. Bioanal. Chem. 2005, 383 (1), 48–55. Forbes, T. Z.; Burns, P. C.; Skanthakumar, S.; Soderholm, L., Synthesis, structure, and magnetism of Np2O5. J. Am. Chem. Soc. 2007, 129 (10), 2760–2761. Soderholm, L.; Almond, P. M.; Skanthakumar, S.; Wilson, R. E.; Burns, P. C., The structure of the plutonium oxide nanocluster [Pu38O56Cl54(H2O)8]14-. Angew. Chem., Int. Ed. 2008, 47 (2), 298–302. Jensen, M. P.; Gorman-Lewis, D.; Aryal, B.; Paunesku, T.; Vogt, S.; Rickert, P. G.; Seifert, S.; Lai, B.; Woloschak, G. E.; Soderholm, L., An iron-dependent and transferrin-mediated cellular uptake pathway for plutonium. Nat. Chem. Biol. 2011, 7 (8), 560–565. Wilson, R. E.; Skanthakumar, S.; Soderholm, L., Separation of Plutonium Oxide Nanoparticles and Colloids. Angew. Chem., Int. Ed. 2011, 50 (47), 11234–11237. Knope, K. E.; Soderholm, L., Solution and solid-state structural chemistry of actinide hydrates and their hydrolysis and condensation products. Chem. Rev. 2013, 113 (2), 944–994. Luo, G.; Bu, W.; Mihaylov, M.; Kuzmenko, I.; Schlossman, M. L.; Soderholm, L., X-ray reflectivity reveals a nonmonotonic ion-density profile perpendicular to the surface of ErCl3 aqueous solutions. J. Phys. Chem. C 2013, 117 (37), 19082–19090. Jin, G. B.; Lin, J.; Estes, S. L.; Skanthakumar, S.; Soderholm, L., Influence of countercation hydration enthalpies on the formation of molecular complexes: A thorium-nitrate example. J. Am. Chem. Soc. 2017, 139 (49), 18003–18008. == Patents == Solvent extraction system for plutonium colloids and other oxide nano-particles, (2016).
Representation collapse
Representation collapse is a phenomenon in machine learning and representation learning where a model maps different inputs to the same or very similar embeddings, which means it loses important information about how the data is spread out. It is frequently encountered in self-supervised learning, especially within contrastive and non-contrastive frameworks, when training objectives or model architectures do not maintain variance across representations. Collapse results in degenerate solutions characterized by uninformative learned features, significantly impairing downstream task performance. Various techniques have been proposed to mitigate representation collapse, including the use of negative samples, architectural asymmetry, stop-gradient operations, variance regularization, and redundancy reduction objectives, as seen in methods such as SimCLR, BYOL, and VICReg. Comprehending and averting representation collapse is regarded as a fundamental challenge in the advancement of stable and efficient self-supervised learning systems.
Malleability (cryptography)
Malleability is a property of some cryptographic algorithms. An encryption algorithm is said to be malleable if it is possible to transform a ciphertext into another ciphertext which decrypts to a related plaintext. That is, given an encryption of a plaintext m {\displaystyle m} , it is possible to generate another ciphertext which decrypts to f ( m ) {\displaystyle f(m)} , for a known function f {\displaystyle f} , without necessarily knowing or learning m {\displaystyle m} . Malleability is often an undesirable property in a general-purpose cryptosystem, since it allows an attacker to modify the contents of a message. For example, suppose that a bank uses a stream cipher to hide its financial information, and a user sends an encrypted message containing, say, "TRANSFER $0000100.00 TO ACCOUNT #199." If an attacker can modify the message on the wire, and can guess the format of the unencrypted message, the attacker could change the amount of the transaction, or the recipient of the funds, e.g. "TRANSFER $0100000.00 TO ACCOUNT #227". Malleability does not refer to the attacker's ability to read the encrypted message. Both before and after tampering, the attacker cannot read the encrypted message. On the other hand, some cryptosystems are malleable by design. In other words, in some circumstances it may be viewed as a feature that anyone can transform an encryption of m {\displaystyle m} into a valid encryption of f ( m ) {\displaystyle f(m)} (for some restricted class of functions f {\displaystyle f} ) without necessarily learning m {\displaystyle m} . Such schemes are known as homomorphic encryption schemes. A cryptosystem may be semantically secure against chosen-plaintext attacks or even non-adaptive chosen-ciphertext attacks (CCA1) while still being malleable. However, security against adaptive chosen-ciphertext attacks (CCA2) is equivalent to non-malleability. == Example malleable cryptosystems == In a stream cipher, the ciphertext is produced by taking the exclusive or of the plaintext and a pseudorandom stream based on a secret key k {\displaystyle k} , as E ( m ) = m ⊕ S ( k ) {\displaystyle E(m)=m\oplus S(k)} . An adversary can construct an encryption of m ⊕ t {\displaystyle m\oplus t} for any t {\displaystyle t} , as E ( m ) ⊕ t = m ⊕ t ⊕ S ( k ) = E ( m ⊕ t ) {\displaystyle E(m)\oplus t=m\oplus t\oplus S(k)=E(m\oplus t)} . In the RSA cryptosystem, a plaintext m {\displaystyle m} is encrypted as E ( m ) = m e mod n {\displaystyle E(m)=m^{e}{\bmod {n}}} , where ( e , n ) {\displaystyle (e,n)} is the public key. Given such a ciphertext, an adversary can construct an encryption of m t {\displaystyle mt} for any t {\displaystyle t} , as E ( m ) ⋅ t e mod n = ( m t ) e mod n = E ( m t ) {\textstyle E(m)\cdot t^{e}{\bmod {n}}=(mt)^{e}{\bmod {n}}=E(mt)} . For this reason, RSA is commonly used together with padding methods such as OAEP or PKCS1. In the ElGamal cryptosystem, a plaintext m {\displaystyle m} is encrypted as E ( m ) = ( g b , m A b ) {\displaystyle E(m)=(g^{b},mA^{b})} , where ( g , A ) {\displaystyle (g,A)} is the public key. Given such a ciphertext ( c 1 , c 2 ) {\displaystyle (c_{1},c_{2})} , an adversary can compute ( c 1 , t ⋅ c 2 ) {\displaystyle (c_{1},t\cdot c_{2})} , which is a valid encryption of t m {\displaystyle tm} , for any t {\displaystyle t} . In contrast, the Cramer-Shoup system (which is based on ElGamal) is not malleable. In the Paillier, ElGamal, and RSA cryptosystems, it is also possible to combine several ciphertexts together in a useful way to produce a related ciphertext. In Paillier, given only the public key and an encryption of m 1 {\displaystyle m_{1}} and m 2 {\displaystyle m_{2}} , one can compute a valid encryption of their sum m 1 + m 2 {\displaystyle m_{1}+m_{2}} . In ElGamal and in RSA, one can combine encryptions of m 1 {\displaystyle m_{1}} and m 2 {\displaystyle m_{2}} to obtain a valid encryption of their product m 1 m 2 {\displaystyle m_{1}m_{2}} . Block ciphers in the cipher block chaining mode of operation, for example, are partly malleable: flipping a bit in a ciphertext block will completely mangle the plaintext it decrypts to, but will result in the same bit being flipped in the plaintext of the next block. This allows an attacker to 'sacrifice' one block of plaintext in order to change some data in the next one, possibly managing to maliciously alter the message. This is essentially the core idea of the padding oracle attack on CBC, which allows the attacker to decrypt almost an entire ciphertext without knowing the key. For this and many other reasons, a message authentication code is required to guard against any method of tampering. == Complete non-malleability == Fischlin, in 2005, defined the notion of complete non-malleability as the ability of the system to remain non-malleable while giving the adversary additional power to choose a new public key which could be a function of the original public key. In other words, the adversary shouldn't be able to come up with a ciphertext whose underlying plaintext is related to the original message through a relation that also takes public keys into account.
Serge Belamant
Serge Belamant (born 1953) is a French-born South African entrepreneur best known for designing the Universal Electronic Payment System (UEPS) and the Chip Offline Pre-authorised Card (COPAC). He founded the cash-payments company Net1 UEPS Technologies in 1989, led it through dual listings on the NASDAQ and the Johannesburg Stock Exchange, and oversaw the contentious welfare-payments contract with the South African Social Security Agency (SASSA) until his retirement in 2017. Since 2018 he has been non-executive chair of London-based buy-now-pay-later fintech Zilch. == Early life and education == Belamant moved from France to South Africa with his family in 1967 and matriculated from Highlands North Boys' High School, Johannesburg. In 1972 he entered the University of the Witwatersrand to study civil engineering but switched to computer science and applied mathematics in his second year. He left the university without a degree and later took short courses in information systems at the University of South Africa (UNISA). == Early career and SASWITCH (1981–1989) == Belamant worked for Control Data Corporation as a systems analyst for a decade before joining SASWITCH Ltd in 1985. Economic sanctions had left the consortium's national ATM network dependent on unsupported Christian Rovsing computers. Belamant led a rebuild on fault-tolerant Stratus hardware and wrote protocol-translation software that allowed fourteen banks to connect without altering their host systems. By 1988 SASWITCH was handling about three million ATM transactions a month, according to the Competition Commission. The switch—now run by BankservAfrica—remains the backbone of South Africa's shared ATM network. == Net1 UEPS Technologies (1989–2017) == === Founding and UEPS === In 1989, Serge Belamant developed the Universal Electronic Payment System (UEPS), enabling secure, real-time transactions even in areas with limited connectivity. In the same year, he founded NET1 UEPS Technologies Inc., serving as its CEO and Director. === COPAC for VISA === In 1995, VISA tasked Belamant with designing the Chip Offline Pre-authorized Card (COPAC), a technology still widely used in chip-enabled credit and debit cards. A year later, he listed his company APLITEC (Applied Technology Holdings Limited) on the Johannesburg Stock Exchange. === Listings and acquisitions === In 1999, Belamant acquired Cash Payment Services (CPS) from First National Bank of South Africa, modernizing its welfare payment system to serve millions in rural areas. In 2005, he led NET1 Technologies to an IPO, listing it as NET1 UEPS Technologies Inc. on the Nasdaq. A secondary listing on the Johannesburg Stock Exchange (JSE) followed in 2008. === SASSA contract === Under Belamant's leadership, NET1 managed welfare payments for the South African Social Security Agency (SASSA), handling payments for over 10 million beneficiaries monthly. Despite criticism over handling the SASSA contract, investigations by the U.S. Department of Justice and the South African Constitutional Court found no wrongdoing. == Zilch (2018–present) == Belamant co-founded London-based "buy-now-pay-later" firm Zilch Technology in 2018 and serves as non-executive chair. Zilch reported £145 million in annual-recurring revenue and 4.5 million customers in January 2025. == Patents == Belamant is listed as inventor on more than a dozen payment-security patents, including: "Funds transfer system" (US RE36,788, 2000) – the basis for UEPS. "Financial transactions with a varying PIN" (WO 2014/037869, 2014).
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
Weak supervision
Weak supervision (also known as semi-supervised learning) is a paradigm in machine learning, the relevance and notability of which increased with the advent of large language models due to the large amount of data required to train them. It is characterized by using a combination of a small amount of human-labeled data (exclusively used in more expensive and time-consuming supervised learning paradigm), followed by a large amount of unlabeled data (used exclusively in unsupervised learning paradigm). In other words, the desired output values are provided only for a subset of the training data. The remaining data is unlabeled or imprecisely labeled. Intuitively, it can be seen as an exam and labeled data as sample problems that the teacher solves for the class as an aid in solving another set of problems. In the transductive setting, these unsolved problems act as exam questions. In the inductive setting, they become practice problems of the sort that will make up the exam. == Problem == The acquisition of labeled data for a learning problem often requires a skilled human agent (e.g. to transcribe an audio segment) or a physical experiment (e.g. determining the 3D structure of a protein or determining whether there is oil at a particular location). The cost associated with the labeling process thus may render large, fully labeled training sets infeasible, whereas acquisition of unlabeled data is relatively inexpensive. In such situations, semi-supervised learning can be of great practical value. Semi-supervised learning is also of theoretical interest in machine learning and as a model for human learning. == Technique == More formally, semi-supervised learning assumes a set of l {\displaystyle l} independently identically distributed examples x 1 , … , x l ∈ X {\displaystyle x_{1},\dots ,x_{l}\in X} with corresponding labels y 1 , … , y l ∈ Y {\displaystyle y_{1},\dots ,y_{l}\in Y} and u {\displaystyle u} unlabeled examples x l + 1 , … , x l + u ∈ X {\displaystyle x_{l+1},\dots ,x_{l+u}\in X} are processed. Semi-supervised learning combines this information to surpass the classification performance that can be obtained either by discarding the unlabeled data and doing supervised learning or by discarding the labels and doing unsupervised learning. Semi-supervised learning may refer to either transductive learning or inductive learning. The goal of transductive learning is to infer the correct labels for the given unlabeled data x l + 1 , … , x l + u {\displaystyle x_{l+1},\dots ,x_{l+u}} only. The goal of inductive learning is to infer the correct mapping from X {\displaystyle X} to Y {\displaystyle Y} . It is unnecessary (and, according to Vapnik's principle, imprudent) to perform transductive learning by way of inferring a classification rule over the entire input space; however, in practice, algorithms formally designed for transduction or induction are often used interchangeably. == Assumptions == In order to make any use of unlabeled data, some relationship to the underlying distribution of data must exist. Semi-supervised learning algorithms make use of at least one of the following assumptions: === Continuity / smoothness assumption === Points that are close to each other are more likely to share a label. This is also generally assumed in supervised learning and yields a preference for geometrically simple decision boundaries. In the case of semi-supervised learning, the smoothness assumption additionally yields a preference for decision boundaries in low-density regions, so few points are close to each other but in different classes. === Cluster assumption === The data tend to form discrete clusters, and points in the same cluster are more likely to share a label (although data that shares a label may spread across multiple clusters). This is a special case of the smoothness assumption and gives rise to feature learning with clustering algorithms. === Manifold assumption === The data lie approximately on a manifold of much lower dimension than the input space. In this case learning the manifold using both the labeled and unlabeled data can avoid the curse of dimensionality. Then learning can proceed using distances and densities defined on the manifold. The manifold assumption is practical when high-dimensional data are generated by some process that may be hard to model directly, but which has only a few degrees of freedom. For instance, human voice is controlled by a few vocal folds, and images of various facial expressions are controlled by a few muscles. In these cases, it is better to consider distances and smoothness in the natural space of the generating problem, rather than in the space of all possible acoustic waves or images, respectively. == History == The heuristic approach of self-training (also known as self-learning or self-labeling) is historically the oldest approach to semi-supervised learning, with examples of applications starting in the 1960s. The transductive learning framework was formally introduced by Vladimir Vapnik in the 1970s. Interest in inductive learning using generative models also began in the 1970s. A probably approximately correct learning bound for semi-supervised learning of a Gaussian mixture was demonstrated by Ratsaby and Venkatesh in 1995. == Methods == === Generative models === Generative approaches to statistical learning first seek to estimate p ( x | y ) {\displaystyle p(x|y)} , the distribution of data points belonging to each class. The probability p ( y | x ) {\displaystyle p(y|x)} that a given point x {\displaystyle x} has label y {\displaystyle y} is then proportional to p ( x | y ) p ( y ) {\displaystyle p(x|y)p(y)} by Bayes' rule. Semi-supervised learning with generative models can be viewed either as an extension of supervised learning (classification plus information about p ( x ) {\displaystyle p(x)} ) or as an extension of unsupervised learning (clustering plus some labels). Generative models assume that the distributions take some particular form p ( x | y , θ ) {\displaystyle p(x|y,\theta )} parameterized by the vector θ {\displaystyle \theta } . If these assumptions are incorrect, the unlabeled data may actually decrease the accuracy of the solution relative to what would have been obtained from labeled data alone. However, if the assumptions are correct, then the unlabeled data necessarily improves performance. The unlabeled data are distributed according to a mixture of individual-class distributions. In order to learn the mixture distribution from the unlabeled data, it must be identifiable, that is, different parameters must yield different summed distributions. Gaussian mixture distributions are identifiable and commonly used for generative models. The parameterized joint distribution can be written as p ( x , y | θ ) = p ( y | θ ) p ( x | y , θ ) {\displaystyle p(x,y|\theta )=p(y|\theta )p(x|y,\theta )} by using the chain rule. Each parameter vector θ {\displaystyle \theta } is associated with a decision function f θ ( x ) = argmax y p ( y | x , θ ) {\displaystyle f_{\theta }(x)={\underset {y}{\operatorname {argmax} }}\ p(y|x,\theta )} . The parameter is then chosen based on fit to both the labeled and unlabeled data, weighted by λ {\displaystyle \lambda } : argmax Θ ( log p ( { x i , y i } i = 1 l | θ ) + λ log p ( { x i } i = l + 1 l + u | θ ) ) {\displaystyle {\underset {\Theta }{\operatorname {argmax} }}\left(\log p(\{x_{i},y_{i}\}_{i=1}^{l}|\theta )+\lambda \log p(\{x_{i}\}_{i=l+1}^{l+u}|\theta )\right)} === Low-density separation === Another major class of methods attempts to place boundaries in regions with few data points (labeled or unlabeled). One of the most commonly used algorithms is the transductive support vector machine, or TSVM (which, despite its name, may be used for inductive learning as well). Whereas support vector machines for supervised learning seek a decision boundary with maximal margin over the labeled data, the goal of TSVM is a labeling of the unlabeled data such that the decision boundary has maximal margin over all of the data. In addition to the standard hinge loss ( 1 − y f ( x ) ) + {\displaystyle (1-yf(x))_{+}} for labeled data, a loss function ( 1 − | f ( x ) | ) + {\displaystyle (1-|f(x)|)_{+}} is introduced over the unlabeled data by letting y = sign f ( x ) {\displaystyle y=\operatorname {sign} {f(x)}} . TSVM then selects f ∗ ( x ) = h ∗ ( x ) + b {\displaystyle f^{}(x)=h^{}(x)+b} from a reproducing kernel Hilbert space H {\displaystyle {\mathcal {H}}} by minimizing the regularized empirical risk: f ∗ = argmin f ( ∑ i = 1 l ( 1 − y i f ( x i ) ) + + λ 1 ‖ h ‖ H 2 + λ 2 ∑ i = l + 1 l + u ( 1 − | f ( x i ) | ) + ) {\displaystyle f^{}={\underset {f}{\operatorname {argmin} }}\left(\displaystyle \sum _{i=1}^{l}(1-y_{i}f(x_{i}))_{+}+\lambda _{1}\|h\|_{\mathcal {H}}^{2}+\lambda _{2}\sum _{i=l+1}^{l+u}(1-|f(x_{i})|)_{+}\right)} An exact solution is intractable due to the non-convex term ( 1 − | f ( x ) | ) + {\displayst
Social media and suicide
Since the rise of social media, there have been numerous cases of individuals being influenced towards committing suicide or self-harm through their use of social media, and even of individuals arranging to broadcast suicide attempts, some successful, on social media. Researchers have studied social media and suicide to determine what, if any, risks social media poses in terms of suicide, and to identify methods of mitigating such risks, if they exist. The search for a correlation has not yet uncovered a clear answer. == Background == Suicide is one of the leading causes of death worldwide, and as of 2020, the second leading cause of death in the United States for those aged 15–34. According to the Center for Disease Control and Prevention, suicide was the third leading cause of death among adolescents in the US, from 1999 to 2006. In 2020, people in the US had a suicide rate of 13.5 per 100,000. Suicide was a leading cause of death in the United States accounting for 48,183 deaths in 2021. Suicide rates increased by 30 per cent from 2000 to 2018 and declined in 2019 and 2020. Suicide remains a significant public health issue worldwide, despite prevention efforts and treatments. Suicide has been identified not only as an individual phenomenon but also as being influenced by social and environmental factors. There is growing evidence that online activity has influenced suicide-related behavior. The use of social media throughout the 21st century has grown exponentially. For this reason, there are a variety of sources that are accessible to the public in various forms, especially social media sites such as Facebook, Instagram, Twitter, YouTube, Snapchat, TikTok and many more. Although these platforms were intended to allow people to connect virtually, these platforms can lead to cyber-bullying, insecurity, and emotional distress, and sometimes may influence a person to attempt suicide. Bullying, whether on social media or elsewhere, physical or not, significantly increases victims' risk of suicidal behavior. Since social media was introduced some people have taken their lives as a result of cyberbullying. Furthermore, suicide rates among teenagers have increased from 2010 to 2022 as social media has become something that people interact with more throughout their day-to-day lives. Media algorithms tend to popularize videos and posts to inform the country of the rising trouble, which may create a popular appeal to the young and immature minds of teenagers. This is why, social media could provide higher risks with the promotion of different kinds of pro-suicidal sites, message boards, chat rooms, and forums. Moreover, the Internet not only reports suicide incidents but documents suicide methods (for example, suicide pacts, an agreement between two or more people to kill themselves at a particular time and often by the same lethal means). Therefore, the role the Internet plays, particularly social media, in suicide-related behavior is a topic of growing interest. == Cyberbullying == There is substantial evidence that the Internet and social media can influence suicide-related behavior. Such evidence includes an increase in exposure to graphic content. A research study conducted by Sameer Hinduja and Justin Patchin found a correlation between cyberbullying and suicide. According to their findings, cyber-bullying increases suicidal thoughts by 14.5 percent and suicide attempts by 8.7 percent. Particularly alarming is the fact that children and young people under 25 who are victims of cyberbullying are more than twice as likely to self-harm and engage in suicidal behavior. Overall, teen suicide rates have increased within the past decade.This presents a significant public health concern, with over 40,000 suicides in the United States and nearly one million worldwide annually. Adolescents involved in cyberbullying often downplay its seriousness by calling it a joke or blaming the victim. These moral disengagement strategies can normalize harmful behavior and reduce feelings of guilt. This normalization may increase emotional distress and contribute to risks like depression and suicidal thoughts. Recent data from the Centers for Disease Control and Prevention reveals that 14.9 per cent of teenagers have experienced online bullying, while 13.6 per cent of teenagers have seriously attempted suicide. Both of these incidents are in increasing numbers in the United States. Furthermore, in numerous recent incidents, cyber-bullying led the victim to commit suicide; this phenomenon is now known as cyberbullicide. Many parents and children are unaware of the dangers and potential legal consequences of cyberbullying. As a response, anti-bullying regulations implemented by schools aim to prevent any form of bullying, including through technology, and protect students from online harassment. While some states have enacted laws against cyberbullying, there are currently no federal regulations addressing this issue. == Social media's influence on suicide == The media may portray suicidal behavior or language which can potentially influence people to act on these suicidal ideation. This may include news reports of actual suicides that have occurred or television shows and films that reenact suicides. Some organizations have proposed guidelines about how the media should report suicide. There is evidence that compliance with the guidelines varies. Some research showed that it is unclear whether the guidelines have successfully reduced the number of suicides. On the contrary, other research studies stated that the guidelines have worked in some cases. == Impact of pro-suicidal sites, message boards, chat rooms and forums == Social media platforms have transformed traditional methods of communication by allowing instantaneous and interactive sharing of information created and controlled by individuals, groups, organizations, and governments. As of the third quarter of 2022, Facebook had 266 million monthly active users, between Canada and the US. An immense quantity of information on the topic of suicide is available on the Internet and via social media. The information available on social media on the topic of suicide can influence suicidal behavior, both negatively and positively. The social cognitive theory plays a vital role in suicide attempts influenced through social media. This theory is demonstrated when one is influenced by what they see through various processes that form into modeled behaviors. This can be shown when people post their suicide attempts online or promote suicidal behavior in general. Contributors to these social media platforms may also exert peer pressure and encourage others to take their own lives, idolize those who have killed themselves, and facilitate suicide pacts. These pro-suicidal sites reported the following. For example, on a Japanese message board in 2008, it was shared that people can kill themselves using hydrogen sulfide gas. Shortly afterwards, 220 people attempted suicide in this way, and 208 were successful. Biddle et al. conducted a systematic Web search of 12 suicide-associated terms (e.g., suicide, suicide methods, how to kill yourself, and best suicide methods) to analyze the search results, and found that pro-suicide sites and chat rooms that discussed general issues associated with suicide most often occurred within the first few hits of a search. In another study, 373 suicide-related websites were found using Internet search engines and examined. Among them, 31% were suicide-neutral, 29% were anti-suicide, and 11% were pro-suicide. Together, these studies have shown that obtaining pro-suicide information on the Internet, including detailed information on suicide methods, is very easy. While social media has been prevalent in young adult suicide, some young adults find comfort and solace through these platforms. Young adults are making connections with people in like situations that are helping them feel less lonely. Although the public opinion is that message boards are harmful, the following studies show how they point to suicide prevention and have positive influences. A study using content analysis analyzed all of the postings on the AOL Suicide Bulletin Board over 11 months and concluded that most contributions contained positive, empathetic, and supportive postings. Then, a multi-method study was able to demonstrate that the users of such forums experience a great deal of social support and only a small amount of social strain. Lastly, in the survey participants were asked to assess the extent of their suicidal thoughts on a 7-level scale (0, absolutely no suicidal thoughts, to 7, very strong suicidal thoughts) for the time directly before their first forum visit and at the time of the survey. The study found a significant reduction after using the forum. The study however cannot conclude the forum is the only reason for the decrease. Together, these studies show how forums can reduce the number of