Coda is a cloud-based multi-user document editor. == Features == Coda is a document editor that provides features from spreadsheets, presentation documents, word processor files, and apps. Possible uses for Coda documents include using them as a wiki, database, or project management tool. Coda has built a formula system, much like spreadsheets commonly have, but in Coda documents, formulas can be used anywhere within the document, and can link to things that aren't just cells, including other documents, calendars or graphs. Coda also has the ability to integrate with custom third-party services, and has automations. It has offered $1 million in grants for developers that create such integrations. == Development == Coda Project, Inc. was founded by Shishir Mehrotra and Alex DeNeui in June 2014. Having met at MIT, they developed the project mostly privately before announcing a public beta in October 2017. The company was named Coda, which is an anadrome for “a doc”. Coda raised $60 million in venture capital funding over two rounds by 2017. The Coda software came out of beta in February 2019. Version 1.0 had an improved user interface, new features for folders and workspaces, and permission levels for accessing files. Coda raised another $80 million in 2020, and $100 million in 2021. The 2021 funding brought Coda's valuation to $1.4 billion, making it a unicorn. In December 2024, Coda was acquired by Grammarly in an all-stock deal for an undisclosed amount. In October 2025, Grammarly rebranded as Superhuman, incorporating Coda as a core product within the new Superhuman productivity suite alongside Grammarly's writing tools, Superhuman Mail, and a new AI assistant called Superhuman Go.
Conservative morphological anti-aliasing
Conservative morphological anti-aliasing (CMAA) is an antialiasing technique originally developed by Filip Strugar at Intel. CMAA is an image-based, post processing technique similar to that of morphological antialiasing. CMAA uses 4 main steps which are image analysis for color discontinuities, locally dominant edge detection, simple shape handling, and lastly symmetrical long edge shape handling. A couple of years after CMAA was introduced, Intel unveiled an updated version which they named CMAA2.
Distributional Soft Actor Critic
Distributional Soft Actor Critic (DSAC) is a suite of model-free off-policy reinforcement learning algorithms, tailored for learning decision-making or control policies in complex systems with continuous action spaces. Distinct from traditional methods that focus solely on expected returns, DSAC algorithms are designed to learn a Gaussian distribution over stochastic returns, called value distribution. This focus on Gaussian value distribution learning notably diminishes value overestimations, which in turn boosts policy performance. Additionally, the value distribution learned by DSAC can also be used for risk-aware policy learning. From a technical standpoint, DSAC is essentially a distributional adaptation of the well-established soft actor-critic (SAC) method. To date, the DSAC family comprises two iterations: the original DSAC-v1 and its successor, DSAC-T (also known as DSAC-v2), with the latter demonstrating superior capabilities over the Soft Actor-Critic (SAC) in Mujoco benchmark tasks. The source code for DSAC-T can be found at the following URL: Jingliang-Duan/DSAC-T. Both iterations have been integrated into an advanced, Pytorch-powered reinforcement learning toolkit named GOPS: GOPS (General Optimal control Problem Solver).
Canonical correspondence analysis
In multivariate analysis, canonical correspondence analysis (CCA) is an ordination technique that determines axes from the response data as a unimodal combination of measured predictors. CCA is commonly used in ecology in order to extract gradients that drive the composition of ecological communities. CCA extends correspondence analysis (CA) with regression, in order to incorporate predictor variables. == History == CCA was developed in 1986 by Cajo ter Braak and implemented in the program CANOCO, an extension of DECORANA. To date, CCA is one of the most popular multivariate methods in ecology, despite the availability of contemporary alternatives. CCA was originally derived and implemented using an algorithm of weighted averaging, though Legendre & Legendre (1998) derived an alternative algorithm. == Assumptions == The requirements of a CCA are that the samples are random and independent. Also, the data are categorical and that the independent variables are consistent within the sample site and error-free. The original publication states the need for equal species tolerances, equal species maxima, and equispaced or uniformly distributed species optima and site scores.
Causal Markov condition
The Causal Markov (CM) condition states that, conditional on the set of all its direct causes, a node is independent of all variables which are not effects or direct causes of that node. In the event that the structure of a Bayesian network accurately depicts causality, the two conditions are equivalent. This is related to the Markov condition, an assumption made in Bayesian probability theory, that every node in a Bayesian network is conditionally independent of its nondescendants, given its parents. Stated loosely, it is assumed that a node has no bearing on nodes which do not descend from it. In a DAG, this local Markov condition is equivalent to the global Markov condition, which states that d-separations in the graph also correspond to conditional independence relations. This also means that a node is conditionally independent of the entire network, given its Markov blanket. A network may accurately embody the Markov condition without depicting causality, in which case it should not be assumed to embody the causal Markov condition. == Motivation == Statisticians are enormously interested in the ways in which certain events and variables are connected. The precise notion of what constitutes a cause and effect is necessary to understand the connections between them. The central idea behind the philosophical study of probabilistic causation is that causes raise the probabilities of their effects, all else being equal. A deterministic interpretation of causation means that if A causes B, then A must always be followed by B. In this sense, smoking does not cause cancer because some smokers never develop cancer. On the other hand, a probabilistic interpretation simply means that causes raise the probability of their effects. In this sense, changes in meteorological readings associated with a storm do cause that storm, since they raise its probability. (However, simply looking at a barometer does not change the probability of the storm, for a more detailed analysis, see:). == Examples == In a simple view, releasing one's hand from a hammer causes the hammer to fall. However, doing so in outer space does not produce the same outcome, calling into question if releasing one's fingers from a hammer always causes it to fall. A causal graph could be created to acknowledge that both the presence of gravity and the release of the hammer contribute to its falling. However, it would be very surprising if the surface underneath the hammer affected its falling. This essentially states the Causal Markov Condition, that given the existence of gravity the release of the hammer, it will fall regardless of what is beneath it. == Implications == === Dependence and Causation === It follows from the definition that if X and Y are in V and are probabilistically dependent, then either X causes Y, Y causes X, or X and Y are both effects of some common cause Z in V. This definition was seminally introduced by Hans Reichenbach as the Common Cause Principle (CCP). === Screening === It once again follows from the definition that the parents of X screen X from other "indirect causes" of X (parents of Parents(X)) and other effects of Parents(X) which are not also effects of X.
LENA Foundation
The LENA Foundation is an American nonprofit organisation which provides tools for measuring children's language acquisition and exposure. Specifically, the LENA system consists of a digital language processor which is worn by a child and records and analyses their auditory environment, using propriety software. It then presents a summary of child-adult conversation, such as conversation turns and word counts. The purpose of the LENA system is to encourage interactive talk between children (between the age of two to forty-eight months) and their caretakers. The LENA system is also used for research; while useful for researchers who wish to save transcription costs or observe the child in its natural state, the accuracy of this system, while often quite high, varies between contexts, for example notably in the case of hard of hearing children. Because of this, several researchers recommend caution in using only the LENA system on its own for the purposes of scientific research. == History == The LENA Foundation was established in 2009 by Terrance and Judith Paul, founders of Renaissance Learning, Inc., with the purpose of aiding children with disabilities and assisting with early learning. They were inspired by the book "Meaningful Differences in the Everyday Experience of American Children" by Dr. Betty Hart and Dr. Todd Risley. A pilot version of the LENA system was launched in February 2006. The LENA Research Foundation was registered as a tax-exempt 501(c)(3) nonprofit in September 2010. The organisation was renamed simply LENA in 2018 and adopted the tagline "Building brains through early talk." LENA has been used for parental feedback, linguistics or paediatrics research, and for specific clinical cases. == Scientific background == In 2018, research using the LENA system showed that there was a link between children's conversational turns and activation of Broca's area (a part of the brain responsible, although not necessarily essential, for language processing). The LENA foundation cites research by its own employees as evidence for the scientific basis of its technology. Said research claims that verbal interaction with young children has an effect on language acquisition, including verbal comprehension skills during adolescence. == LENA System == The LENA software analyses a child's natural language environment, such as verbal exposure, and provides several metrics, such as adult and child speech time, television/recorded audio time, word count, or conversation turn count. The LENA hardware is a recorder that is usually placed into a child's specially-designed vest. The software was trained on over 65,000 hours of manually annotated American English audio recordings. It splits the audio into segments which are categorised as "key child", "other child", "male adult", "noise", etc. The advantages of LENA as opposed to manual transcription are its speed and ease of use; the disadvantages are its potential inaccuracies and lack of transcription capability (which LENA does not profess to attempt). The LENA system has also been criticised for prioritising quantity of speaking over quality (i.e., mastery of the language, as opposed to babble). == Product lines == === LENA Start === LENA Start is a program for parents that utilises feedback from the LENA System in conjunction with weekly group sessions in order to address the home language environment. It was introduced in 2015 and implemented across several U.S. states. In October 2020, during the restrictions of the COVID-19 pandemic, Read Aloud Delaware began a virtual LENA Start program with families statewide, where parents received feedback and participated in one-hour Zoom workshops each week during the 10-week program. === LENA Grow === LENA Grow is a professional development program for teachers in early childhood classrooms. Before launching at sites around the country, the program was first piloted in Escambia County, Florida. === LENA Home === LENA Home is a supplement to existing parent coaching curricula. Typically, home visitors facilitate the use of the LENA System to help parents track their progress towards increasing interactive talk in their homes. === Developmental Snapshot === The LENA Developmental Snapshot, based on a 52-question parent survey, assesses both expressive and receptive language skills and provides an estimate of a child's developmental age from 2 months to 36 months.
Language identification in the limit
Language identification in the limit is a formal model for inductive inference of formal languages, mainly by computers (see machine learning and induction of regular languages). It was introduced by E. Mark Gold in a technical report and a journal article with the same title. In this model, a teacher provides to a learner some presentation (i.e. a sequence of strings) of some formal language. The learning is seen as an infinite process. Each time the learner reads an element of the presentation, it should provide a representation (e.g. a formal grammar) for the language. Gold defines that a learner can identify in the limit a class of languages if, given any presentation of any language in the class, the learner will produce only a finite number of wrong representations, and then stick with the correct representation. However, the learner need not be able to announce its correctness; and the teacher might present a counterexample to any representation arbitrarily long after. Gold defined two types of presentations: Text (positive information): an enumeration of all strings the language consists of. Complete presentation (positive and negative information): an enumeration of all possible strings, each with a label indicating if the string belongs to the language or not. == Learnability == This model is an early attempt to formally capture the notion of learnability. Gold's journal article introduces for contrast the stronger models Finite identification (where the learner has to announce correctness after a finite number of steps), and Fixed-time identification (where correctness has to be reached after an apriori-specified number of steps). A weaker formal model of learnability is the Probably approximately correct learning (PAC) model, introduced by Leslie Valiant in 1984. == Examples == It is instructive to look at concrete examples (in the tables) of learning sessions the definition of identification in the limit speaks about. A fictitious session to learn a regular language L over the alphabet {a,b} from text presentation:In each step, the teacher gives a string belonging to L, and the learner answers a guess for L, encoded as a regular expression. In step 3, the learner's guess is not consistent with the strings seen so far; in step 4, the teacher gives a string repeatedly. After step 6, the learner sticks to the regular expression (ab+ba). If this happens to be a description of the language L the teacher has in mind, it is said that the learner has learned that language.If a computer program for the learner's role would exist that was able to successfully learn each regular language, that class of languages would be identifiable in the limit. Gold has shown that this is not the case. A particular learning algorithm always guessing L to be just the union of all strings seen so far:If L is a finite language, the learner will eventually guess it correctly, however, without being able to tell when. Although the guess didn't change during step 3 to 6, the learner couldn't be sure to be correct.Gold has shown that the class of finite languages is identifiable in the limit, however, this class is neither finitely nor fixed-time identifiable. Learning from complete presentation by telling:In each step, the teacher gives a string and tells whether it belongs to L (green) or not (red, struck-out). Each possible string is eventually classified in this way by the teacher. Learning from complete presentation by request:The learner gives a query string, the teacher tells whether it belongs to L (yes) or not (no); the learner then gives a guess for L, followed by the next query string. In this example, the learner happens to query in each step just the same string as given by the teacher in example 3.In general, Gold has shown that each language class identifiable in the request-presentation setting is also identifiable in the telling-presentation setting, since the learner, instead of querying a string, just needs to wait until it is eventually given by the teacher. == Gold's theorem == More formally, a language L {\displaystyle L} is a nonempty set, and its elements are called sentences. a language family is a set of languages. a language-learning environment E {\displaystyle E} for a language L {\displaystyle L} is a stream of sentences from L {\displaystyle L} , such that each sentence in L {\displaystyle L} appears at least once. a language learner is a function f {\displaystyle f} that sends a list of sentences to a language. This is interpreted as saying that, after seeing sentences a 1 , a 2 . . . , a n {\displaystyle a_{1},a_{2}...,a_{n}} in that order, the language learner guesses that the language that produces the sentences should be f ( a 1 , . . . , a n ) {\displaystyle f(a_{1},...,a_{n})} . Note that the learner is not obliged to be correct — it could very well guess a language that does not even contain a 1 , . . . , a n {\displaystyle a_{1},...,a_{n}} . a language learner f {\displaystyle f} learns a language L {\displaystyle L} in environment E = ( a 1 , a 2 , . . . ) {\displaystyle E=(a_{1},a_{2},...)} if the learner always guesses L {\displaystyle L} after seeing enough examples from the environment. a language learner f {\displaystyle f} learns a language L {\displaystyle L} if it learns L {\displaystyle L} in any environment E {\displaystyle E} for L {\displaystyle L} . a language family is learnable if there exists a language learner that can learn all languages in the family. Notes: In the context of Gold's theorem, sentences need only be distinguishable. They need not be anything in particular, such as finite strings (as usual in formal linguistics). Learnability is not a concept for individual languages. Any individual language L {\displaystyle L} could be learned by a trivial learner that always guesses L {\displaystyle L} . Learnability is not a concept for individual learners. A language family is learnable if, and only if, there exists some learner that can learn the family. It does not matter how well the learner performs for learning languages outside the family. Gold's theorem is easily bypassed if negative examples are allowed. In particular, the language family { L 1 , L 2 , . . . , L ∞ } {\displaystyle \{L_{1},L_{2},...,L_{\infty }\}} can be learned by a learner that always guesses L ∞ {\displaystyle L_{\infty }} until it receives the first negative example ¬ a n {\displaystyle \neg a_{n}} , where a n ∈ L n + 1 ∖ L n {\displaystyle a_{n}\in L_{n+1}\setminus L_{n}} , at which point it always guesses L n {\displaystyle L_{n}} . == Learnability characterization == Dana Angluin gave the characterizations of learnability from text (positive information) in a 1980 paper. If a learner is required to be effective, then an indexed class of recursive languages is learnable in the limit if there is an effective procedure that uniformly enumerates tell-tales for each language in the class (Condition 1). It is not hard to see that if an ideal learner (i.e., an arbitrary function) is allowed, then an indexed class of languages is learnable in the limit if each language in the class has a tell-tale (Condition 2). == Language classes learnable in the limit == The table shows which language classes are identifiable in the limit in which learning model. On the right-hand side, each language class is a superclass of all lower classes. Each learning model (i.e. type of presentation) can identify in the limit all classes below it. In particular, the class of finite languages is identifiable in the limit by text presentation (cf. Example 2 above), while the class of regular languages is not. Pattern Languages, introduced by Dana Angluin in another 1980 paper, are also identifiable by normal text presentation; they are omitted in the table, since they are above the singleton and below the primitive recursive language class, but incomparable to the classes in between. == Sufficient conditions for learnability == Condition 1 in Angluin's paper is not always easy to verify. Therefore, people come up with various sufficient conditions for the learnability of a language class. See also Induction of regular languages for learnable subclasses of regular languages. === Finite thickness === A class of languages has finite thickness if every non-empty set of strings is contained in at most finitely many languages of the class. This is exactly Condition 3 in Angluin's paper. Angluin showed that if a class of recursive languages has finite thickness, then it is learnable in the limit. A class with finite thickness certainly satisfies MEF-condition and MFF-condition; in other words, finite thickness implies M-finite thickness. === Finite elasticity === A class of languages is said to have finite elasticity if for every infinite sequence of strings s 0 , s 1 , . . . {\displaystyle s_{0},s_{1},...} and every infinite sequence of languages in the class L 1 , L 2 , . . . {\displaystyle L_{1},L_{2},...} , there exists a finite number n such