AI Coding Unlimited

AI Coding Unlimited — independent reviews, comparisons, pricing and step-by-step guides on Aizhi.

  • World model (artificial intelligence)

    World model (artificial intelligence)

    A world model in artificial intelligence is a machine learning system that builds an internal representation of an environment. The model predicts how that environment changes over time in response to actions. Researchers design world models to help agents plan, reason, and act without constant real-world trial and error. World models differ from systems that merely classify or generate outputs. They simulate dynamics such as physics, object interactions, and causality. Early ideas date to the 1990s. Modern versions power robots, autonomous driving, and interactive video generation. == History == Jürgen Schmidhuber introduced the term world model in machine learning in 1990. He proposed recurrent neural networks that predict future states from observations and use those predictions to train agents. David Ha and Schmidhuber revived the concept in a 2018 paper. Their agents learned to drive virtual cars and play video games inside self-generated simulations. Yann LeCun advanced the idea in a 2022 position paper titled "A Path Towards Autonomous Machine Intelligence". He argued that intelligence requires predictive models of the world rather than pure pattern matching. LeCun proposed the joint embedding predictive architecture (JEPA) as a practical foundation. LeCun and collaborators developed several JEPA variants. V-JEPA 2 reached state-of-the-art performance on video understanding and physical reasoning at the time. It supports zero-shot robot control in unfamiliar environments. Introduced in March 2026, LeWorldModel trains stably end-to-end from raw pixels and uses two loss terms and avoids hand-crafted heuristics. LeCun founded Advanced Machine Intelligence Labs in 2026 to further develop world models. Google DeepMind introduced Genie in 2024. The model learned interactive environments from unlabeled internet videos. Genie 2 followed in late 2024 and added three-dimensional generation. The Genie series set benchmarks for general-purpose simulation. Genie 3 was introduced in August 2025. It produces photorealistic, real-time interactive worlds from text prompts which are displayed at 24 frames per second and explored in real time with text or image prompts. The model supports persistent three-dimensional worlds and real-time interaction. Waymo adopted Genie 3 in February 2026 and used it to create a specialized world model for autonomous driving simulation, called the Waymo World Model. It produces synchronized camera and lidar outputs and creates edge cases that real robotaxis rarely encounter. The edge cases were reported to be unusual by PCMag. General Intuition announced a $133.7 million seed round. World Labs raised $1 billion. AMI raised $1.03 billion. In April 2026, Alibaba announced Happy Oyster, its world model designed for real-time and “flowy” world model. It includes a directing mode for world building based on text and image prompts and a wandering mode for exploring the resulting world. It can generate 3-minute in-world video clips. Also in April, World Labs, co-founded by Li Fei Fei, unveiled Spark 2.0, an open-source 3D Gaussian splatting rendering engine that targets smartphone-class devices. In June 2026, Nvidia released Cosmos 3, a family of open-weight models. It combines previously independent physical reasoning, world simulation, and action generation. Cosmos 3 integrates can process and generate text, image, video, audio, and action sequences. The model employs a Mixture-of-Transformers" (MoT) approach. An autoregressive (AR) transformer handles reasoning and next-token prediction, while a diffusion transformer (DT) does multimodal generation. Encoders (ViT for vision, VAE for visual/audio, and domain-specific for actions) and generate a shared representation space using 3D multi-dimensional rotary position embedding (mRoPE) for spatial and temporal information. The family includes Cosmos3-Nano (16B parameters) for workstations; Cosmos3-Super (64B parameters) for research. == Architecture == World models process raw sensory data such as video frames or lidar scans. They compress this input into compact latent representations. The system then predicts future representations rather than pixel-by-pixel reconstructions. Many modern world models use joint embedding predictive architecture (JEPA). An encoder turns observations into embeddings. A predictor estimates one or a suite of embeddings from the current one and an action. In some cases a critic chooses one embedding as the best result. A regularizer keeps embeddings well-behaved. The model trains by minimizing prediction error in embedding space. This approach avoids the high cost of generating every detail. Some architectures add explicit components. A fast reactive path handles immediate responses. A slower deliberative path performs longer-horizon planning. Video prediction accuracy or robot success rates are key metrics, but do not always predict real-world performance. Generative world models such as Genie 3 combine these with a simulator. They accept text prompts or layouts and output consistent video, lidar, or three-dimensional scenes. World models often train with self-supervised learning. They use large unlabeled datasets of video or robot interactions. Self-supervised learning can speed learning. Reinforcement learning can fine-tune a model for specific tasks. == Applications == World models support robot learning. Agents train inside simulations and transfer skills to the physical world. This reduces the need for dangerous or expensive real-world trials. Autonomous vehicles use world models to test rare events. Waymo's system simulates tornadoes or unusual pedestrian behavior. Companies train planners without putting vehicles on public roads. Interactive entertainment benefits from world models. Genie 3 lets users generate playable environments from simple descriptions. Game studios prototype levels faster. Scientific simulation gains from these models. Researchers model physical systems or biological processes at scale. Planners in logistics or urban design test strategies inside accurate digital twins. == Comparison with large language models == Both world models and large language models (LLMs) use inferencing on their inputs to make predictions. LLMs operate on textual inputs. They predict the next token in text sequences. They excel at language-oriented tasks such as translation or summarization. However, they lack understanding of physics. World models operate on sensor inputs such as pixels. They predict state changes in that data in latent space. This design supports planning and causal reasoning. LLMs generate fluent text but often fail at consistent physical predictions. Their architecture employs transformers with refinements such as mixture of experts. World models divide an inferencing task into work performed by encoders, predictors, simulators, and other pieces. They typically handle multimodal inputs such as video, lidar, radar, and audio, guided by textual prompting. LLMs power chatbots and code assistants. World models drive embodied agents that act in dynamic environments, such as autonomous driving. The two may be combined in hybrid systems. For example, a LLM handles instructions, while a world model manages low-level control. World model proponents such as LeCun claim that because LLMs are trained only on text, they have no ability to predict anything beyond text, such as real-world events. == Benchmarks == World model benchmarks test physical understanding, long-term consistency, planning, and generalization from sensor data. Meta introduced three benchmarks for V-JEPA 2. IntPhys 2 measures a model's ability to detect physics violations. It presents pairs of videos that diverge when one breaks physical rules. Humans score near 100% accuracy. V-JEPA 2 achieves little better than random chance on many conditions. Minimal Video Pairs (MVPBench) tests physical understanding through multiple-choice questions based on short video clips. It probes object interactions and causality. Something-Something tests action recognition. Epic-Kitchens-100 tests human action anticipation. DeepMind benchmark: Interactive evaluation measures consistency over minutes of interaction, memory of off-screen objects, and response to user actions or text prompts. Waymo benchmark: Output generation quality: Metrics include realism, controllability (via text prompts), and usefulness for training planners in simulated worlds. However, pixel reconstruction error rate with episodic rewards often fails. Other: Epic-Kitchens-100 (often measured with Recall@5) Ego4D 50 Salads, Breakfast, etc. Potential benchmarks: Zero-shot transfer to robots Long-horizon planning Implausible prediction rate

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  • Digital media in education

    Digital media in education

    Digital media in education refers to the use of digital technologies to support and enhance teaching and learning processes. This includes the application of multiple digital software applications, devices, and online platforms as tools for learning. Learners interact with these technologies to access, analyze, evaluate, and create media content and communication in various forms. The integration of digital media in education has dramatically increased over time, significantly transforming traditional educational practices. When viewed through a global and inclusive lens, digital education should be guided by principles of equity, inclusion, and public infrastructure to ensure meaningful participation of all learners. == History == === 20th century === Technological advances in the 20th century, particularly the invention of the Internet, laid the foundation for incorporating technology into education. In the early 1900s, the overhead projector and instructional radio broadcasts were among the first technologies used for educational purposes. The introduction of computers in classrooms occurred in 1950, when a flight simulation program was developed to train pilots at the Massachusetts Institute of Technology. However, access to computers remained extremely limited for several decades. In 1964, John Kemeny and Thomas Kurtz developed the BASIC programming language, which simplified computer interaction and introduced time-sharing, enabling multiple users to work on the same system simultaneously. This innovation made computing increasingly accessible for educational settings. By the 1980s, schools began to show more interest in computers as companies released mass-market devices to the public. Networking further enabled the interconnection of computers into unified communication systems, which proved more efficient and cost-effective than previous stand-alone machines. This development prompted wider adoption of computing in educational institutions. The invention of the World Wide Web in 1992 further simplified internet navigation and sparked further interest in educational settings. Initially, computers were integrated into school curricula for tasks such as word processing, spreadsheet creation, and data organization. By the late 1990s, the Internet became a research tool, functioning as a vast library. By 1999, 99% of public school teachers in the United States reported having access to at least one computer in their schools, and 84% had a computer available in their classrooms. The emergence of World Wide Web also contributed to the development of learning management systems (LMS), which allowed educators to create online teaching environments for content storage, student activities, discussions, and assignments. Advances in digital compression and high-speed Internet made video creation and distribution more affordable, fostering the use of the systems designed for recording lectures. These tools were often incorporated into learning management platforms, supporting the expansion of fully online courses. === 21st century === By 2002, the Massachusetts Institute of Technology began offering recorded lectures to the public, marking a significant milestone in the movement toward accessible online education. The launch of YouTube in 2005 further transformed educational content distribution. Educators increasingly uploaded lectures and instructional videos on platforms with initiatives like Khan Academy, which was active in 2006, contributing to You Tube's role as a prominent educational resource. In 2007, Apple launched iTunesU, another platform for sharing educational resources and videos. Meanwhile, learning management systems gained popularity, with Blackboard and Canvas becoming two of the most widely used platforms with Canvas's release in 2008. That same year also marked the introduction of the first Massive Open Online Course (MOOC), which provided open access to webinars and expert-led instructions for global learners. As technology evolved, traditional projectors were gradually replaced by interactive whiteboards, which enabled educators to integrate digital tools more effectively in their classrooms. By 2009, 97% of classrooms in the United States had at least one computer, and 93% had Internet access. The COVID-19 pandemic, which forced schools across the world to close, significantly impacted education with schools shifting to distance education. Students attended classes remotely using devices such as laptops, phones, and tablets, supported by digital platforms that facilitated at-home learning environments. However, adapting assessment methods to the new learning environment posed certain challenges. A study conducted by Eddie M. Mulenga and José M. Marbán on Zambian students during the pandemic revealed difficulties in adapting to digital learning, particularly in subjects like mathematics. Similar issues were reported among students in Romania, where the transition to virtual learning presented significant obstacles in engagement and adaptability. === Post-pandemic developments === In the period following the onset of COVID-19, education systems worldwide rapidly adopted digital solutions to maintain continuity of learning and teaching. By the end of March 2020, all 46 OECD and partners countries closed some or all of their schools nationwide. By June 2020, the length of school closures in these countries ranged from 7 to over 18 weeks. These disruptions in formal education prompted governments and educators to quickly adopt digital learning. This global shift to online education highlighted considerable inequalities in digital access, although many systems struggled with inequitable access, especially in regions lacking devices, stable internet connections, or conducive home learning environments. Stimultaneously, commercial educational technology (ed-tech) companies introduced rapid digital solutions to the disruption caused by the pandemic. This led to what has been described as a "seller's market," where the urgency of implementation may cause the prioritization of availability and scale over pedagogical and equity considerations. In the post-pandemic era, digital media in education continues to evolve. It increasingly intersects with artificial intelligence (AI) technologies such as adaptive learning platforms, AI-enabled content generation, and personalized learning environments. These tools enhance global engagement and access but also raise concerns about infrastructure, inclusivity, ethical implementation as well as critical pedagogies. Scholars recommend that educators and policymakers adopt inclusive practices, prioritize equitable infrastructure, and develop critical digital literacy. Facer and Selwyn also emphasize the need for public digital infrastructure and sustainable and justice-oriented policies that empower all learners. Overall, these perspectives reflect a growing consensus that digital media in education should be implemented critically to promote inclusive, multimodal, and future-oriented learning environments.

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  • OpenWebRTC

    OpenWebRTC

    OpenWebRTC (OWR) is a free software stack that implements the WebRTC standard, a set of protocols and application programming interfaces defined by the World Wide Web Consortium (W3C) and the Internet Engineering Task Force (IETF). It is an alternative to the reference implementation that is based on software from Global IP Solutions (GIPS). It is published under the terms of the Simplified (2-clause) BSD license and officially supports iOS, Linux, OS X, and Android operating systems. It is meant to also work outside web browsers, e.g. to power native mobile apps. It is mostly written in C and based largely on the multimedia framework GStreamer and a number of other, smaller external libraries. It officially supports both VP8 and H.264 as video formats. For H.264 it uses OpenH264 to which Cisco pays the patent licensing bills. Development of OpenWebRTC started at Ericsson Research under the lead of Stefan Ålund. They released it as free software in September 2014, together with the proof-of-concept web browser "Bowser" that is based on the stack. Among other things, this initial version didn't support data channels yet and was said to still be less mature than Google's reference implementation.

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  • Texas House Bill 20

    Texas House Bill 20

    An Act Relating to censorship of or certain other interference with digital expression, including expression on social media platforms or through electronic mail messages, also known as Texas House Bill 20 (HB20), is a Texas anti-deplatforming law enacted on September 9, 2021. It prohibits large social media platforms from removing, moderating, or labeling posts made by users in the state of Texas based on their "viewpoints", unless considered illegal under federal law or otherwise falling into exempted categories. It also requires them to make various public disclosures relating to their business practices (including the impact of algorithmic and moderation decisions on the content that is delivered to users). The bill is part of a wider array of Republican-backed legislation seeking to prohibit the censorship of political speech, based on allegations that the moderation policies of large social media platforms are not politically neutral. It has been challenged in NetChoice, LLC v. Paxton, and is currently the subject of a circuit split between the Fifth Circuit, and a decision by the Eleventh Circuit that struck down a similar bill in the state of Florida. In September 2023, the U.S. Supreme Court agreed to hear NetChoice v. Paxton jointly with NetChoice v. Moody on questions of whether the Florida and Texas state laws are in compliance with the 1st Amendment. == Content == The law applies to "social media platforms" that serve users in the state of Texas, and have more than 50 million monthly active users in the United States. They are defined as any public internet website or application that allows users to "communicate with other users for the primary purpose of posting information, comments, messages, or images", excluding internet service providers, electronic mail, and services where communication features are "incidental to, directly related to, or dependent on" content that is pre-selected by the operator. In the bill, to "censor" is defined as to "block, ban, remove, deplatform, demonetize, de-boost, restrict, deny equal access or visibility to, or otherwise discriminate against" expression. The law prohibits social media platforms from "censoring on the basis of user viewpoint, user expression, or the ability of a user to receive the expression of others", or on the basis of a user's geographic location in Texas. This includes removal or labeling posts with warnings and disclaimers. Social media platforms may only censor content if it is unlawful, they are "specifically authorized" to do so by federal law, based on requests from "an organization with the purpose of preventing the sexual exploitation of children or protecting survivors of sexual abuse from ongoing harassment", or "directly incites" criminal activity or contains threats of violence against persons based on protected categories. It is disputed over whether this provision is actually enforceable, as it may be preempted by Section 230 of the Communications Decency Act (which states that the operators of interactive computer services are not responsible for the actions of their users). Social media platforms must make public disclosures regarding the algorithmic techniques and moderation polices that are used to determine the content provided to users, must publish a compliant acceptable use policy (AUP), and must publish a biannual transparency report containing specific details on all actions made by the service regarding the moderation of users and content. The law also prohibits email providers from "intentionally imped[ing] the transmission of another person's electronic mail message based on the content." == Legislative history == Texas Governor Greg Abbott signed the bill into law on September 9, 2021. Democrat-proposed amendments excluding Holocaust denial, terrorism content, and vaccine misinformation from the bill were rejected. Following a suit by the industry groups Computer & Communications Industry Association (CCIA) and NetChoice, NetChoice, LLC v. Paxton, the bill was blocked by U.S. District Judge Robert Pitman in December 2021, on First Amendment grounds. Texas appealed to the United States Court of Appeals for the Fifth Circuit. Judges Edith Jones, Andrew Oldham, and Leslie H. Southwick, lifted the injunction on May 11, 2022, but the decision was appealed to the Supreme Court which suspended the bill pending a full review in the Fifth Circuit. On September 16, 2022, the Fifth Circuit reversed the injunction, allowing the bill to take effect; Judge Oldham stated that the bill "chills censorship" and "does not chill speech", and accused the plaintiffs of "attempt[ing] to extract a freewheeling censorship right from the Constitution's free speech guarantee. The Platforms are not newspapers. Their censorship is not speech." Southwick dissented, stating that "we are in a new arena, a very extensive one, for speakers and for those who would moderate their speech. None of the precedents fit seamlessly." The CCIA and NetChoice requested a stay on the ruling and that the case be taken to the Supreme Court, arguing that the reversal conflicts with an Eleventh Circuit decision in NetChoice v. Moody which struck down a similar anti-moderation bill imposed by the state of Florida. On October 12, 2022, the Fifth Circuit granted the stay.

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  • Foveated imaging

    Foveated imaging

    Foveated imaging is a digital image processing technique in which the image resolution, or amount of detail, varies across the image according to one or more "fixation points". A fixation point indicates the highest resolution region of the image and corresponds to the center of the eye's retina, the fovea. The location of a fixation point may be specified in many ways. For example, when viewing an image on a computer monitor, one may specify a fixation using a pointing device, like a computer mouse. Eye trackers which precisely measure the eye's position and movement are also commonly used to determine fixation points in perception experiments. When the display is manipulated with the use of an eye tracker, this is known as a gaze contingent display. Fixations may also be determined automatically using computer algorithms. Some common applications of foveated imaging include imaging sensor hardware and image compression. For descriptions of these and other applications, see the list below. Miniaturized foveated imaging systems can be realized by high-resolution 3D printing of multi-lens objectives directly on a CMOS (Complementary metal-oxide-semiconductor) chip. Foveated imaging is also commonly referred to as space variant imaging or gaze contingent imaging. == Applications == === Compression === Contrast sensitivity falls off dramatically as one moves from the center of the retina to the periphery. In lossy image compression, one may take advantage of this fact in order to compactly encode images. If one knows the viewer's approximate point of gaze, one may reduce the amount of information contained in the image as the distance from the point of gaze increases. Because the fall-off in the eye's resolution is dramatic, the potential reduction in display information can be substantial. Also, foveation encoding may be applied to the image before other types of image compression are applied and therefore can result in a multiplicative reduction. === Foveated sensors === Foveated sensors are multiresolution hardware devices that allow image data to be collected with higher resolution concentrated at a fixation point. An advantage to using foveated sensor hardware is that the image collection and encoding can occur much faster than in a system that post-processes a high resolution image in software. === Simulation === Foveated imaging has been used to simulate visual fields with arbitrary spatial resolution. For example, one may present video containing a blurred region representing a scotoma. By using an eye-tracker and holding the blurred region fixed relative to the viewer's gaze, the viewer will have a visual experience similar to that of a person with an actual scotoma. === Video gaming === Foveated rendering is a rendering optimization technique which uses an eye tracker integrated with a virtual reality headset to reduce the rendering workload by greatly reducing the image quality in the peripheral vision (outside of the zone gazed by the fovea).. However, other than the near-eye displays (e.g., virtual reality headset), foveated rendering is also suitable for large high-resolution display walls, desktop monitor, and even for smart phones. Over the time different foveated rendering techniques are proposed, for instance, adaptive resolution, geometric simplification, shading simplification and chromatic degradation, spatio-temporal deterioration . If we consider the variable sample distribution of physically-based rendering under the shader (e.g., hit/miss etc.), then this degradation strategies are applied on overall foveated rendering. At the CES 2016, SensoMotoric Instruments (SMI) demoed a new 250 Hz eye tracking system and a working foveated rendering solution. It resulted from a partnership with camera sensor manufacturer Omnivision who provided the camera hardware for the new system. The Apple Vision Pro mixed reality headset features dynamic foveated rendering provided by its visionOS operating system. === Quality assessment === Foveated imaging may be useful in providing a subjective image quality measure. Traditional image quality measures, such as peak signal-to-noise ratio, are typically performed on fixed resolution images and do not take into account some aspects of the human visual system, like the change in spatial resolution across the retina. A foveated quality index may therefore more accurately determine image quality as perceived by humans. === Image database retrieval === In databases that contain very high resolution images, such as a satellite image database, it may be desirable to interactively retrieve images in order to reduce retrieval time. Foveated imaging allows one to scan low resolution images and retrieve only high resolution portions as they are needed. This is sometimes called progressive transmission. == Example images ==

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  • Atomtronics

    Atomtronics

    Atomtronics is an emerging field concerning the quantum technology of matter-wave circuits which coherently guide propagating ultra-cold atoms. The systems typically include components analogous to those found in electronics, quantum electronics or optical systems, such as beam splitters, transistors, and atomic counterparts of superconducting quantum interference devices (SQUIDs). Applications range from studies of fundamental physics to the development of practical devices such as quantum superfluids for the computation of large models for artificial general intelligence. == Etymology == Atomtronics is a portmanteau of "atom" and "electronics", in reference to the creation of atomic analogues of electronic components, such as transistors and diodes, and also electronic materials such as semiconductors. The field itself has considerable overlap with atom optics and quantum simulation, and is not strictly limited to the development of electronic-like components. However, this field develops into the research of ultra-cold atoms for the applied research implications of computations in quantum science. == Methodology == Three major elements are required for an atomtronic circuit. The first is a Bose-Einstein condensate, which is needed for its coherent and superfluid properties, although an ultracold Fermi gas may also be used for certain applications. The second is a tailored trapping potential, which can be generated optically, magnetically, or using a combination of both. The final element is a method to induce the movement of atoms within the potential, which can be achieved in several ways, for various research advancements around fields not limited to distributed computing, supercomputing, and quantum computing. For example, a transistor-like atomtronic circuit may be realized by a ring-shaped trap divided into two by two moveable weak barriers, with the two separate parts of the ring acting as the drain and the source and the barriers acting as the gate. As the barriers move, atoms flow from the source to the drain. It is now possible to coherently guide matterwaves over distances of up to 40 cm in ring-shaped atomtronic matterwave guide measurement. == Applications == The field of atomtronics is still very nascent and any schemes realized thus far are proof-of-concept. Applications include: gravimetry rotational sensing via the Sagnac effect quantum computing Obstacles to the development of practical sensing devices are largely due to the technical challenges of creating Bose-Einstein condensates. They require bulky lab-based setups not easily suitable for transportation. However, creating portable experimental setups is an active area of research.

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  • Höhere Graphische Bundes-Lehr- und Versuchsanstalt

    Höhere Graphische Bundes-Lehr- und Versuchsanstalt

    The Höhere Graphische Bundes-Lehr- und Versuchsanstalt (HGBLuVA) ("Higher Federal Institution for Graphic Education and Research"), now commonly known as "die Graphische", founded in 1888 in Vienna, is a vocational college for professions in visual communication and media technology in Austria. == History == === Opening === Originally set up as a photographic research institute by the President of the Photographic Society, the graphic teaching and research institute (GLV) was created through the incorporation of the photographic school (a department for photographic reproduction processes connected to the Salzburg State Building School) and the Hörwarter general drawing school in Vienna. Since its foundation, it has made an important contribution to the establishment and development of the graphic professions. According to a resolution of March 14, 1887, the City Council of Vienna made three floors of the municipal building in Vienna VII, Westbahnstraße 25, available to the former Schottenfelder Realschule for the establishment of a teaching and research institute for photography and reproduction processes. The k. k. Lehr- und Versuchsanstalt für Photographie und Reproductionsverfahren, founded and directed (1888–1923) by Josef Maria Eder, previously of the Technologische Gewerbemuseum (Museum of Applied Technology), for which he established a Section for Photography and Reproduction Techniques, and the Vienna State Trade School where, recently qualified as a university lecturer, he began teaching chemistry and physics in 1881. It opened on March 1, 1888 with 108 students. In the next school year the number of students rose to 174. In 1890, Eder placed a Wothly solar camera (an early means of enlarging negatives) on the roof. In the context of the history of vocational schools and the applied arts, pioneering educational reforms in Austria from the 1870s created institutions like it outside the format of the classical university, it being a special variation on the “state trade school” (“Staats-Gewerbeschule”). Eder based his institution on earlier foreign models such as the Conservatoire des arts et métiers in Paris (founded 1794), that housed a museum of history and technology and hosted with evening lectures and demonstrations, with lectures in photography commencing in 1891. From 1897 onwards the name Graphische Lehr- und Versuchsanstalt came into being . In 1906, Emperor Franz Joseph granted the school the designation “Imperial and Royal” in the title, and the Republic of Austria confirmed this distinction when the school's Federal Chancellery approved the use of the national coat of arms. === The beginnings === The GLV was instituted on August 27, 1887 "by the highest resolution to approve the activation of this teaching and research institute in Vienna on March 1, 1888". The aim of the institute was the “training of specialist photographers, retouchers, collotype printers, photolithographers, etc., the instruction of artists, scholars and technicians who want to learn photography as an auxiliary science, furthermore the testing of equipment, chemicals and the implementation of independent scientific investigations in the areas of Photochemistry and Related Subjects”. The school consisted of two departments; the Institute for Photography and Reproduction Processes and the Research Institute, and in 1891 the Board of Book Printers and Type Founders pointed out the urgent need to add a department for book printers to the school. In 1897 an additional section for the book and illustration trade was opened, the school called "KK Graphische Lehr- und Versuchsanstalt" was then divided into four sections: Section I: Institute for Photography and Reproduction (corresponds to the former Institute for Photography and Reproduction Processes) Section II: College for the book and illustration trade Section III: Research institute for photochemistry and graphic printing processes (corresponds to the original research institute) Section IV: Collections: graphic collection, library and equipment collection The first original lithographs by famous artists such as Luigi Kasimir and Tina Blau are thanks to the special course for lithography and lithography introduced in 1905 and 'algraphy' - a planographic printing process from an aluminum plate instead of the stone used in lithography - was first taught in Austria in 1896 at the GLV. The specialty course for lithography and lithography existed until 1913/14, after which a specialist course for xylography (wood engraving and woodcuts) was offered. In 1908 the graphic arts department was set up on the top floor of the neighbouring house at Westbahnstraße 27 connected by a spiral staircase still in existence in the courtyard at the current location on Leyserstraße. === Women in the graphic teaching and research institute === From 1908 women were also officially admitted. For the period from 1888 to 1918/19, a total of 718 female students at the Graphische are recorded in the largely preserved class lists. Due to changes and new requirements in the job description, the proportion of women continued to grow, so that in some classes it exceeded two thirds. === The Graphics Department === In 1916, the school statute was changed: all-day lessons with photography internship in the 1st and 2nd years as well as training for disabled people were introduced and a drawing school was added. After the First World War, the school was renamed several times: In 1919 the name was "Deutsch-Österreichische Graphische Lehr- und Versuchsanstalt"; changed in 1920 to "Staatliche Graphische Lehr- und Versuchsanstalt" and in 1923 to "Graphic Education and Research Institute". === The school in the time of National Socialism === The "annexation of Austria by Germany" resulted in organisational restructuring: semesters were introduced and the GLV was made a subordinate level of a university of the graphic arts administered in Leipzig. In 1939 the school became a state graphic teaching and research institute . Up to this point, two thirds of all Austrian postage stamps had been designed and engraved in the Graphische. === Post-war period === In 1945 the period of study at the technical school was extended to four years. In 1948, “manual graphics” became “commercial graphics” followed by an honours year. In 1959, a department A was developed: a three-class specialist department for photography with a master class, and a department B: a specialist department for commercial graphics with four classes and an honours year. Through further school reforms, the university entrance qualification was acquired with the completion of the now five-year course and honours qualification. In 1967, due to a lack of space, the Westbahnstrasse was moved to the new Carl Appel building in Leyserstrasse. === The new building, 1963 === On May 22, 1963, the foundation stone of the new campus was laid in the 14th district in the Breitenseer Strasse, Leyserstrasse and Spallartgasse area (Kommandogebäude Theodor Körner). In 1967 the move to the new building began and in 1968 the official opening coincided with the 80th anniversary of the school. In 1963/64 the first year of the five-year high school for reprography and printing technology began. There was also a four-year technical school. With the advent of personal computers and their use in the graphics industry, change comes first in typesetting and later in image processing, and in 1984 the advent of desktop publishing brought a revolution that permanently challenged the distinction between photographer, typesetter, layout artist and printer. In 1988, the Graphische celebrated its 100th anniversary. The rapid development of technology shaped school events in the 1980s, as did the rapid advance of offset printing - albeit at the expense of Letterpress printing. In reproduction technology, scanner technology for the production of colour separations displaced reprography. === Renovation, 2006 === Due to renovation work on the building in Leyserstraße, the management and the photography, multimedia and graphics departments moved to an alternative location in Vienna's first district at Schellinggasse 13. After the work was completed, the school was relocated in February 2008. == Notable teachers and students ==

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  • Coupling (electronics)

    Coupling (electronics)

    In electronics, electric power and telecommunication, coupling is the transfer of electrical energy from one circuit to another, or between parts of a circuit. Coupling can be deliberate as part of the function of the circuit, or it may be undesirable, for instance due to coupling to stray fields. For example, energy is transferred from a power source to an electrical load by means of conductive coupling, which may be either resistive or direct coupling. An AC potential may be transferred from one circuit segment to another having a DC potential by use of a capacitor. Electrical energy may be transferred from one circuit segment to another segment with different impedance by use of a transformer; this is known as impedance matching. These are examples of electrostatic and electrodynamic inductive coupling. == Types == Electrical conduction: Direct coupling, also called conductive coupling and galvanic coupling Resistive conduction Atmospheric plasma channel coupling Electromagnetic induction: Electrodynamic induction — commonly called inductive coupling, also magnetic coupling Capacitive coupling Evanescent wave coupling Electromagnetic radiation: Radio waves — Wireless telecommunications. Electromagnetic interference (EMI) — Sometimes called radio frequency interference (RFI), is unwanted coupling. Electromagnetic compatibility (EMC) requires techniques to avoid such unwanted coupling, such as electromagnetic shielding. Microwave power transmission Other kinds of energy coupling: Acoustic coupler

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  • Progress in artificial intelligence

    Progress in artificial intelligence

    Progress in artificial intelligence (AI) refers to the advances, milestones, and breakthroughs that have been achieved in the field of artificial intelligence over time. AI is a branch of computer science that aims to create machines and systems capable of performing tasks that typically require human intelligence. AI applications have been used in a wide range of fields including medical diagnosis, finance, robotics, law, video games, agriculture, and scientific discovery. The society as a whole is looking for artificial intelligence to be on a key factor in the upcming years because of its potential. However, many AI applications are not perceived as AI: "A lot of cutting-edge AI has filtered into general applications, often without being called AI because once something becomes useful enough and common enough it's not labeled AI anymore." "Many thousands of AI applications are deeply embedded in the infrastructure of every industry." In the late 1990s and early 2000s, AI technology became widely used as elements of larger systems, but the field was rarely credited for these successes at the time. Kaplan and Haenlein structure artificial intelligence along three evolutionary stages: Artificial narrow intelligence – AI capable only of specific tasks; Artificial general intelligence – AI with ability in several areas, and able to autonomously solve problems they were never even designed for; Artificial superintelligence – AI capable of general tasks, including scientific creativity, social skills, and general wisdom. To allow comparison with human performance, artificial intelligence can be evaluated on constrained and well-defined problems. Such tests have been termed subject-matter expert Turing tests. Also, smaller problems provide more achievable goals and there are an ever-increasing number of positive results. In 2023, humans still substantially outperformed both GPT-4 and other models tested on the ConceptARC benchmark. Those models scored 60% on most, and 77% on one category, while humans scored 91% on all and 97% on one category. However, later research in 2025 showed that human-generated output grids were only accurate 73% of the time, while AI models available that year managed to score above 77%. == History == Increasing, promoting or constraining AI progress has often be done via controlling or increasing the amount of compute. == Current performance in specific areas == There are many useful abilities that can be described as showing some form of intelligence. This gives better insight into the comparative success of artificial intelligence in different areas. AI, like electricity or the steam engine, is a general-purpose technology. There is no consensus on how to characterize which tasks AI tends to excel at. Some versions of Moravec's paradox observe that humans are more likely to outperform machines in areas such as physical dexterity that have been the direct target of natural selection. While projects such as AlphaZero have succeeded in generating their own knowledge from scratch, many other machine learning projects require large training datasets. Researcher Andrew Ng has suggested, as a "highly imperfect rule of thumb", that "almost anything a typical human can do with less than one second of mental thought, we can probably now or in the near future automate using AI." Games provide a high-profile benchmark for assessing rates of progress; many games have a large professional player base and a well-established competitive rating system. AlphaGo brought the era of classical board-game benchmarks to a close when Artificial Intelligence proved their competitive edge over humans in 2016. Deep Mind's AlphaGo AI software program defeated the world's best professional Go Player Lee Sedol. Games of imperfect knowledge provide new challenges to AI in the area of game theory; the most prominent milestone in this area was brought to a close by Libratus' poker victory in 2017. E-sports continue to provide additional benchmarks; Facebook AI, Deepmind, and others have engaged with the popular StarCraft franchise of videogames. Broad classes of outcome for an AI test may be given as: optimal: it is not possible to perform better (note: some of these entries were solved by humans) super-human: performs better than all humans high-human: performs better than most humans par-human: performs similarly to most humans sub-human: performs worse than most humans === Optimal === Tic-tac-toe Connect Four: 1988 Checkers (aka 8x8 draughts): Weakly solved (2007) Rubik's Cube: Mostly solved (2010) Heads-up limit hold'em poker: Statistically optimal in the sense that "a human lifetime of play is not sufficient to establish with statistical significance that the strategy is not an exact solution" (2015) === Super-human === Othello (aka reversi): c. 1997 Scrabble: 2006 Backgammon: c. 1995–2002 Chess: Supercomputer (c. 1997); Personal computer (c. 2006); Mobile phone (c. 2009); Computer defeats human + computer (c. 2017) Jeopardy!: Question answering, although the machine did not use speech recognition (2011) Arimaa: 2015 Shogi: c. 2017 Go: 2017 Heads-up no-limit hold'em poker: 2017 Six-player no-limit hold'em poker: 2019 Gran Turismo Sport: 2022 === High-human === Crosswords: c. 2012 Freeciv: 2016 Dota 2: 2018 Bridge card-playing: According to a 2009 review, "the best programs are attaining expert status as (bridge) card players", excluding bidding. StarCraft II: 2019 Mahjong: 2019 Stratego: 2022 No-Press Diplomacy: 2022 Hanabi: 2022 Natural language processing === Par-human === Optical character recognition for ISO 1073-1:1976 and similar special characters. Classification of images Handwriting recognition Facial recognition Visual question answering SQuAD 2.0 English reading-comprehension benchmark (2019) SuperGLUE English-language understanding benchmark (2020) Some school science exams (2019) Some tasks based on Raven's Progressive Matrices Many Atari 2600 games (2015) === Sub-human === Optical character recognition for printed text (nearing par-human for Latin-script typewritten text) Object recognition Various robotics tasks that may require advances in robot hardware as well as AI, including: Stable bipedal locomotion: Bipedal robots can walk, but are less stable than human walkers (as of 2017) Humanoid soccer Speech recognition: "nearly equal to human performance" (2017) Explainability. Current medical systems can diagnose certain medical conditions well, but cannot explain to users why they made the diagnosis. Many tests of fluid intelligence (2020) Bongard visual cognition problems, such as the Bongard-LOGO benchmark (2020) Visual Commonsense Reasoning (VCR) benchmark (as of 2020) Stock market prediction: Financial data collection and processing using Machine Learning algorithms Angry Birds video game, as of 2020 Various tasks that are difficult to solve without contextual knowledge, including: Translation Word-sense disambiguation == Proposed tests of artificial intelligence == In his famous Turing test, Alan Turing picked language, the defining feature of human beings, for its basis. The Turing test is now considered too exploitable to be a meaningful benchmark. The Feigenbaum test, proposed by the inventor of expert systems, tests a machine's knowledge and expertise about a specific subject. A paper by Jim Gray of Microsoft in 2003 suggested extending the Turing test to speech understanding, speaking and recognizing objects and behavior. Proposed "universal intelligence" tests aim to compare how well machines, humans, and even non-human animals perform on problem sets that are generic as possible. At an extreme, the test suite can contain every possible problem, weighted by Kolmogorov complexity; however, these problem sets tend to be dominated by impoverished pattern-matching exercises where a tuned AI can easily exceed human performance levels. == Exams == According to OpenAI, in 2023 GPT-4 achieved high scores on several standardized and professional examinations, including around the 90th percentile on the Uniform Bar Exam, the 89th percentile on the mathematics section of the SAT, the 93rd percentile on SAT Reading and Writing, the 54th percentile on the analytical writing section of the GRE, the 88th percentile on GRE quantitative reasoning, and the 99th percentile on GRE verbal reasoning. OpenAI also reported that GPT-4 scored in the 99th to 100th percentile on the 2020 USA Biology Olympiad semifinal exam and earned top scores on several AP exams. Independent researchers found in 2023 that ChatGPT based on GPT-3.5 performed "at or near the passing threshold" on all three parts of the United States Medical Licensing Examination (USMLE), suggesting that large language models could reach passing-level performance on some medical knowledge assessments even without domain-specific fine-tuning. GPT-3.5 was also reported to attain a low but passing grade on examinations for four law school courses at the University of Minnes

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  • Content strategy

    Content strategy

    Content strategy guides the planning, development, and management of content. It is a recognized field in user experience design, and it also draws from adjacent disciplines such as information architecture, content management, business analysis, digital marketing, and technical communication. == Definitions == Content strategy has been described as planning for "the creation, publication, and governance of useful, usable content." It has also been called "a repeatable system that defines the entire editorial content development process for a website development project." In a 2007 article titled "Content Strategy: The Philosophy of Data," Rachel Lovinger describes the goal of content strategy as using "words and data to create unambiguous content that supports meaningful, interactive experiences." Here, she also provided the analogy that "content strategy is to copywriting as information architecture is to design." She encourages content strategists and collaborators to engage in early discussions about content meaning, models, and tools, to make sure strategy is integrated from the start rather than as an afterthought. The Content Strategy Alliance combines Kevin Nichols' definition with Kristina Halvorson's and defines content strategy as "getting the right content to the right user at the right time through strategic planning of content creation, delivery, and governance." == Practitioners == Content strategists are often familiar with a wide range of approaches, techniques, and tools. The perspectives that content strategists bring also depend heavily on their professional training and education. For instance, some specialize in "front-end strategy," which includes developing personas, journey mapping the user experience, aligning business strategy and user needs, developing a brand strategy, exploring different channels, and creating style guidelines and search engine optimization (SEO) guidelines. Others specialize in "back-end strategy," which includes creating content models, planning taxonomies and metadata, structuring content management systems, and building systems to support content reuse. Both roles involve addressing workflow and governance issues. Many organizations and individuals tend to confuse content strategists with editors. However, content strategy is "about more than just the written word," according to Washington State University associate professor Brett Atwood. For example, Atwood indicates that a practitioner needs to also "consider how content might be re-distributed and/or re-purposed in other channels of delivery." It has also been proposed that the content strategist performs the role of a curator. Just as a museum curator sifts through a collection of content and identifies key pieces that can be juxtaposed against each other to create meaning and spur excitement, a content strategist "must approach a business’s content as a medium that needs to be strategically selected and placed to engage the audience, convey a message, and inspire action."

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  • Höhere Graphische Bundes-Lehr- und Versuchsanstalt

    Höhere Graphische Bundes-Lehr- und Versuchsanstalt

    The Höhere Graphische Bundes-Lehr- und Versuchsanstalt (HGBLuVA) ("Higher Federal Institution for Graphic Education and Research"), now commonly known as "die Graphische", founded in 1888 in Vienna, is a vocational college for professions in visual communication and media technology in Austria. == History == === Opening === Originally set up as a photographic research institute by the President of the Photographic Society, the graphic teaching and research institute (GLV) was created through the incorporation of the photographic school (a department for photographic reproduction processes connected to the Salzburg State Building School) and the Hörwarter general drawing school in Vienna. Since its foundation, it has made an important contribution to the establishment and development of the graphic professions. According to a resolution of March 14, 1887, the City Council of Vienna made three floors of the municipal building in Vienna VII, Westbahnstraße 25, available to the former Schottenfelder Realschule for the establishment of a teaching and research institute for photography and reproduction processes. The k. k. Lehr- und Versuchsanstalt für Photographie und Reproductionsverfahren, founded and directed (1888–1923) by Josef Maria Eder, previously of the Technologische Gewerbemuseum (Museum of Applied Technology), for which he established a Section for Photography and Reproduction Techniques, and the Vienna State Trade School where, recently qualified as a university lecturer, he began teaching chemistry and physics in 1881. It opened on March 1, 1888 with 108 students. In the next school year the number of students rose to 174. In 1890, Eder placed a Wothly solar camera (an early means of enlarging negatives) on the roof. In the context of the history of vocational schools and the applied arts, pioneering educational reforms in Austria from the 1870s created institutions like it outside the format of the classical university, it being a special variation on the “state trade school” (“Staats-Gewerbeschule”). Eder based his institution on earlier foreign models such as the Conservatoire des arts et métiers in Paris (founded 1794), that housed a museum of history and technology and hosted with evening lectures and demonstrations, with lectures in photography commencing in 1891. From 1897 onwards the name Graphische Lehr- und Versuchsanstalt came into being . In 1906, Emperor Franz Joseph granted the school the designation “Imperial and Royal” in the title, and the Republic of Austria confirmed this distinction when the school's Federal Chancellery approved the use of the national coat of arms. === The beginnings === The GLV was instituted on August 27, 1887 "by the highest resolution to approve the activation of this teaching and research institute in Vienna on March 1, 1888". The aim of the institute was the “training of specialist photographers, retouchers, collotype printers, photolithographers, etc., the instruction of artists, scholars and technicians who want to learn photography as an auxiliary science, furthermore the testing of equipment, chemicals and the implementation of independent scientific investigations in the areas of Photochemistry and Related Subjects”. The school consisted of two departments; the Institute for Photography and Reproduction Processes and the Research Institute, and in 1891 the Board of Book Printers and Type Founders pointed out the urgent need to add a department for book printers to the school. In 1897 an additional section for the book and illustration trade was opened, the school called "KK Graphische Lehr- und Versuchsanstalt" was then divided into four sections: Section I: Institute for Photography and Reproduction (corresponds to the former Institute for Photography and Reproduction Processes) Section II: College for the book and illustration trade Section III: Research institute for photochemistry and graphic printing processes (corresponds to the original research institute) Section IV: Collections: graphic collection, library and equipment collection The first original lithographs by famous artists such as Luigi Kasimir and Tina Blau are thanks to the special course for lithography and lithography introduced in 1905 and 'algraphy' - a planographic printing process from an aluminum plate instead of the stone used in lithography - was first taught in Austria in 1896 at the GLV. The specialty course for lithography and lithography existed until 1913/14, after which a specialist course for xylography (wood engraving and woodcuts) was offered. In 1908 the graphic arts department was set up on the top floor of the neighbouring house at Westbahnstraße 27 connected by a spiral staircase still in existence in the courtyard at the current location on Leyserstraße. === Women in the graphic teaching and research institute === From 1908 women were also officially admitted. For the period from 1888 to 1918/19, a total of 718 female students at the Graphische are recorded in the largely preserved class lists. Due to changes and new requirements in the job description, the proportion of women continued to grow, so that in some classes it exceeded two thirds. === The Graphics Department === In 1916, the school statute was changed: all-day lessons with photography internship in the 1st and 2nd years as well as training for disabled people were introduced and a drawing school was added. After the First World War, the school was renamed several times: In 1919 the name was "Deutsch-Österreichische Graphische Lehr- und Versuchsanstalt"; changed in 1920 to "Staatliche Graphische Lehr- und Versuchsanstalt" and in 1923 to "Graphic Education and Research Institute". === The school in the time of National Socialism === The "annexation of Austria by Germany" resulted in organisational restructuring: semesters were introduced and the GLV was made a subordinate level of a university of the graphic arts administered in Leipzig. In 1939 the school became a state graphic teaching and research institute . Up to this point, two thirds of all Austrian postage stamps had been designed and engraved in the Graphische. === Post-war period === In 1945 the period of study at the technical school was extended to four years. In 1948, “manual graphics” became “commercial graphics” followed by an honours year. In 1959, a department A was developed: a three-class specialist department for photography with a master class, and a department B: a specialist department for commercial graphics with four classes and an honours year. Through further school reforms, the university entrance qualification was acquired with the completion of the now five-year course and honours qualification. In 1967, due to a lack of space, the Westbahnstrasse was moved to the new Carl Appel building in Leyserstrasse. === The new building, 1963 === On May 22, 1963, the foundation stone of the new campus was laid in the 14th district in the Breitenseer Strasse, Leyserstrasse and Spallartgasse area (Kommandogebäude Theodor Körner). In 1967 the move to the new building began and in 1968 the official opening coincided with the 80th anniversary of the school. In 1963/64 the first year of the five-year high school for reprography and printing technology began. There was also a four-year technical school. With the advent of personal computers and their use in the graphics industry, change comes first in typesetting and later in image processing, and in 1984 the advent of desktop publishing brought a revolution that permanently challenged the distinction between photographer, typesetter, layout artist and printer. In 1988, the Graphische celebrated its 100th anniversary. The rapid development of technology shaped school events in the 1980s, as did the rapid advance of offset printing - albeit at the expense of Letterpress printing. In reproduction technology, scanner technology for the production of colour separations displaced reprography. === Renovation, 2006 === Due to renovation work on the building in Leyserstraße, the management and the photography, multimedia and graphics departments moved to an alternative location in Vienna's first district at Schellinggasse 13. After the work was completed, the school was relocated in February 2008. == Notable teachers and students ==

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  • Event cinema

    Event cinema

    Event cinema sometimes called alternative content cinema or livecasts refers to the use of movie theaters to display a varied range of live and recorded entertainment excluding traditional films, such as sport, opera, musicals, ballet, music, one-off TV specials, current affairs, comedy and religious services. == History and development == Event Cinema was set up at the start of the century with rock concerts by Bon Jovi (2001), David Bowie (2003), and Robbie Williams (2005) bringing non-film audiences into cinemas that had newly installed digital equipment. The Metropolitan Opera in New York through their partnership with Fathom Events is acknowledged as the trailblazer in this area, aggressively seeking out new markets and setting high standards for live broadcasts via satellite. Emulated by other opera houses worldwide such as the Royal Opera House following a close second, Glyndebourne, La Scala and the Sydney Opera House the genre of opera within the 'Event Cinema' industry has been a huge success, and has brought new, younger audiences into cash-strapped opera houses depended on state funding and wealthy benefactors for the first time - an unforeseen and happy consequence of digitisation. Ballet and theater have also been very successful, as have rock concerts, both live and recorded. The UK's National Theatre has been a huge success here with their season of live broadcasts under the banner 'NT Live', featuring big name casts such as Helen Mirren, whose recent turn as Queen Elizabeth II in The Audience was a sell out everywhere. (This was in partnership with another West End theatre and the NT are keen to help other theatres maximise their potential through live broadcasts). The Globe and the Royal Shakespeare Company are also producing work for live broadcast and recorded exhibition. As digitisation of cinemas matures, the Event Cinema industry is growing. The strongest territory is the US, followed by the UK and mainland European territories. Latin America is also a very strong market. Recent additions include Pompeii Live, a unique exhibition by the UK's British Museum, featuring celebrities and curators taking the audience on a live tour around the recreated set of Pompeii within the museum itself, and they are also exploring the schools market for the first time, following the live broadcast on June 18 with a daytime broadcast aimed at UK schools for the first time. If successful this will no doubt prove a model for future museums to emulate. An added incentive for exhibitors is the ability to show alternative content, i.e. alternative to mainstream, studio-driven content, such as live special events, sports, pre-show advertising and other digital or video content. In industry terms this has become known as 'Alternative Content', but has recently become known more widely as 'Event Cinema'. === Expanding markets === Some low-budget films that would normally not have a theatrical release because of distribution costs might be shown in smaller engagements than the typical large release studio pictures. The cost of duplicating a digital "print" is very low, so adding more theaters to a release has a small additional cost to the distributor. Movies that start with a small release could scale to a much larger release quickly if they were sufficiently successful, opening up the possibility that smaller movies could achieve box office success previously out of their reach. ==== Technical specifications ==== Event Cinema is also finding a market in 3rd world countries in which the higher costs and quality of DCI equipment are not yet affordable, as crucially there are no DCI specifications for Alternative Content as there is in mainstream [studio] content. This has led to an explosion in the variety of content on offer, but a lack of standardisation has led to questionable quality at times. As the industry matures, this lack of regulation is expected to change and there are moves afoot to introduce codes of practice and technical specifications. Recorded content complements mainstream studio content by maximising the 'downtime' that plagues the cinema industry, where screens worldwide spend a large proportion of their time in darkness and cinemas empty. Some cinema chains have targeted pensioners in particular, offering free tea and coffee for afternoon matinees of recorded opera, for example. Digital Cinema Packages (DCPs) have been useful to cinemas not yet equipped with satellite broadcasting capability and has enabled exhibitors to build their Event Cinema audience, which is not generally the 18-24 demographic that multiplexes are targeting. ==== New Audiences ==== Event Cinema has seen a return of an older, affluent audience, previously turned off by the multiplex experience, and cinemas are starting to capitalise on this by offering waiter-serviced, high class finger food and alcoholic beverages, complete with bars and restaurants, a world away from the traditional popcorn/soft drink model; art house cinemas are increasingly marketing themselves as 'destination' venues for an evening's entertainment, somewhere to spend an entire evening, rather than just a couple of hours. As exhibition admissions have plateau'd in recent years due to the explosion in VOD, tablet and mobile content technology, this new revenue stream has been a surprise and welcome addition to the cinema industry, though the US studios have been cautious in embracing the change as yet. The thrill of Live broadcasts means they are generally regarded as more popular than recorded events, but there are exceptions; artists with a loyal cult or teenage following tend to do particularly well in this area, as concert films featuring artists such as the Grateful Dead, Pearl Jam, JLS, Led Zeppelin and the Rolling Stones have shown. ==== The Future ==== As more and more distributors are emerging, offering an increasingly broad range of content to cinemas worldwide, the landscape itself is shifting: screen advertising companies, technical providers, and exhibitors themselves are reinventing themselves as Alternative Content or Event Cinema distributors, and the industry is witnessing a re-evaluation of business models and practices worldwide. Predictions are that this industry could be work in excess of US$1bn by 2015. An illustration of the growth of this industry is the news the establishment of a European trade association promoting the industry to the general public and supporting those involved in it and the Event Cinema Association.

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  • Imieliński–Lipski algebra

    Imieliński–Lipski algebra

    In database theory, Imieliński–Lipski algebra is an extension of relational algebra onto tables with different types of null values. It is used to operate on relations with incomplete information. Imieliński–Lipski algebras are defined to satisfy precise conditions for semantically meaningful extension of the usual relational operators, such as projection, selection, union, and join, from operators on relations to operators on relations with various kinds of "null values". These conditions require that the system be safe in the sense that no incorrect conclusion is derivable by using a specified subset F of the relational operators; and that it be complete in the sense that all valid conclusions expressible by relational expressions using operators in F are in fact derivable in this system. For example, it is well known that the three-valued logic approach to deal with null values, supported treatment of nulls values by SQL is not complete, see Ullman book. To show this, let T be: Take SQL query Q SQL query Q will return empty set (no results) under 3-valued semantics currently adopted by all variants of SQL. This is the case because in SQL, NULL is never equal to any constant – in this case, neither to “Spring” nor “Fall” nor “Winter” (if there is Winter semester in this school). NULL='Spring' will evaluate to MAYBE and so will NULL='Fall'. The disjunction MAYBE OR MAYBE evaluates to MAYBE (not TRUE). Thus Igor will not be part of the answer (and of course neither will Rohit). But Igor should be returned as the answer. Indeed, regardless what semester Igor took the Networks class (no matter what was the unknown value of NULL), the selection condition will be true. This “Igor” will be missed by SQL and the SQL answer would be incomplete according to completeness requirements specified in Tomasz Imieliński, Witold Lipski, 'Incomplete Information in Relational Databases'. It is also argued there that 3-valued logic (TRUE, FALSE, MAYBE) can never provide guarantee of complete answer for tables with incomplete information. Three algebras which satisfy conditions of safety and completeness are defined as Imielinski–Lipski algebras: the Codd-Tables algebra, the V-tables algebra and the Conditional tables (C-tables) algebra. == Codd-tables algebra == Codd-tables algebra is based on the usual Codd's single NULL values. The table T above is an example of Codd-table. Codd-table algebra supports projection and positive selections only. It is also demonstrated in [IL84 that it is not possible to correctly extend more relational operators over Codd-Tables. For example, such basic operation as join is not extendable over Codd-tables. It is not possible to define selections with Boolean conditions involving negation and preserve completeness. For example, queries like the above query Q cannot be supported. In order to be able to extend more relational operators, more expressive form of null value representation is needed in tables which are called V-table. == V-tables algebra == V-tables algebra is based on many different ("marked") null values or variables allowed to appear in a table. V-tables allow to show that a value may be unknown but the same for different tuples. For example, in the table below Gaurav and Igor order the same (but unknown) beer in two unknown bars (which may, or may not be different – but remain unknown). Gaurav and Jane frequent the same unknown bar (Y1). Thus, instead one NULL value, we use indexed variables, or Skolem constants . V-tables algebra is shown to correctly support projection, positive selection (with no negation occurring in the selection condition), union, and renaming of attributes, which allows for processing arbitrary conjunctive queries. A very desirable property enjoyed by the V-table algebra is that all relational operators on tables are performed in exactly the same way as in the case of the usual relations. === Conditional tables (c-tables) algebra === Example of conditional table (c-table) is shown below. It has additional column “con” which is a Boolean condition involving variables, null values – same as in V-tables. over the following table c-table Conditional tables algebra, mainly of theoretical interest, supports projection, selection, union, join, and renaming. Under closed-world assumption, it can also handle the operator of difference, thus it can support all relational operators. == History == Imieliński–Lipski algebras were introduced by Tomasz Imieliński and Witold Lipski Jr. in Incomplete Information in Relational Databases.

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  • Hardware security

    Hardware security

    Hardware security is a discipline originated from the cryptographic engineering and involves hardware design, access control, secure multi-party computation, secure key storage, ensuring code authenticity, measures to ensure that the supply chain that built the product is secure among other things. A hardware security module (HSM) is a physical computing device that safeguards and manages digital keys for strong authentication and provides cryptoprocessing. These modules traditionally come in the form of a plug-in card or an external device that attaches directly to a computer or network server. Some providers in this discipline consider that the key difference between hardware security and software security is that hardware security is implemented using "non-Turing-machine" logic (raw combinatorial logic or simple state machines). One approach, referred to as "hardsec", uses FPGAs to implement non-Turing-machine security controls as a way of combining the security of hardware with the flexibility of software. Hardware backdoors are backdoors in hardware. Conceptionally related, a hardware Trojan (HT) is a malicious modification of electronic system, particularly in the context of integrated circuit. A physical unclonable function (PUF) is a physical entity that is embodied in a physical structure and is easy to evaluate but hard to predict. Further, an individual PUF device must be easy to make but practically impossible to duplicate, even given the exact manufacturing process that produced it. In this respect it is the hardware analog of a one-way function. The name "physical unclonable function" might be a little misleading as some PUFs are clonable, and most PUFs are noisy and therefore do not achieve the requirements for a function. Today, PUFs are usually implemented in integrated circuits and are typically used in applications with high security requirements. Many attacks on sensitive data and resources reported by organizations occur from within the organization itself.

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  • User-generated content

    User-generated content

    User-generated content (UGC), alternatively known as user-created content (UCC), is content generated by users of the Internet such as images, videos, audio, text, testimonials, software, and user interactions. Online content aggregation platforms such as social media, discussion forums and wikis by their interactive and social nature, no longer produce multimedia content but provide tools to produce, collaborate, and share a variety of content, which can affect the attitudes and behaviors of the audience in various aspects. This transforms the role of consumers from passive spectators to active participants. User-generated content is used for a wide range of applications, including problem processing, news, entertainment, customer engagement, advertising, gossip, research and more. It is an example of the democratization of content production and the flattening of traditional media hierarchies. The BBC adopted a user-generated content platform for its websites in 2005, and Time magazine named "You" as the Person of the Year in 2006, referring to the rise in the production of UGC on Web 2.0 platforms. CNN also developed a similar user-generated content platform, known as iReport. There are other examples of news channels implementing similar protocols, especially in the immediate aftermath of a catastrophe or terrorist attack. Social media users can provide key eyewitness content and information that may otherwise have been inaccessible. Since 2020, there has been an increasing number of businesses who are utilizing User Generated Content (UGC) to promote their products and services. Several factors significantly influence how UGC is received, including the quality of the content, the credibility of the creator, and viewer engagement. These elements can impact users' perceptions and trust towards the brand, as well as influence the buying intentions of potential customers. UGC has proven to be an effective method for brands to connect with consumers, drawing their attention through the sharing of experiences and information on social media platforms. Due to new media and technology affordances, such as low cost and low barriers to entry, the Internet is an easy platform to create and dispense user-generated content, allowing the dissemination of information at a rapid pace in the wake of an event. == Definition == The advent of user-generated content marked a shift among media organizations from creating online content to providing facilities for amateurs to publish their own content. User-generated content has also been characterized as citizen media as opposed to the "packaged goods media" of the past century. Citizen Media is audience-generated feedback and news coverage. People give their reviews and share stories in the form of user-generated and user-uploaded audio and user-generated video. The former is a two-way process in contrast to the one-way distribution of the latter. Conversational or two-way media is a key characteristic of so-called Web 2.0, which encourages the publishing of one's own content and commenting on other people's content. The role of the passive audience, therefore, has shifted since the birth of new media, and an ever-growing number of participatory users are taking advantage of these interactive opportunities, especially on the Internet, to create independent content. Grassroots experimentation then generated an innovation in sounds, artists, techniques, and associations with audiences, which then are being used in mainstream media. The active, participatory, and creative audience is prevailing today with relatively accessible media, tools, and applications, and its culture is in turn affecting mass media corporations and global audiences. The Organisation for Economic Co-operation and Development (OECD) has defined three core variables for UGC: Accessible Content: User-generated content (UGC) is publicly produced through platforms located on the Internet and is available to any individual browsing such a publicly accessible website or a public social media account. There are other contexts where users must remain in a community or closed group to access and publish on such platforms (for example, wikis). This is a way of differentiating that although the content is accessible to the audience, there are certain restrictions for the users who generates the content. Creative effort: Creative effort was put into creating the work or adapting existing works to construct a new one; i.e. users must add their own value to the work. UGC often also has a collaborative element to it, as is the case with websites that users can edit collaboratively. For example, merely copying a portion of a television show and posting it to an online video website (an activity frequently seen on the UGC sites) would not be considered UGC. However, uploading photographs, expressing one's thoughts in a blog post or creating a new music video could be considered UGC. Yet the minimum amount of creative effort is hard to define and depends on the context. Creation outside of professional routines and practices: User-generated content is generally created outside of professional routines and practices. It often does not have an institutional or a commercial market context. In extreme cases, UGC may be produced by non-professionals without the expectation of profit or remuneration. Motivating factors include connecting with peers, achieving a certain level of fame, notoriety, or prestige, and the desire to express oneself. == Media pluralism == According to Cisco, in 2016 an average of 96,000 petabytes was transferred monthly over the Internet, more than twice as many as in 2012. In 2016, the number of active websites surpassed 1 billion, up from approximately 700 million in 2012. Reaching 1.66 billion daily active users in Q4 2019, Facebook has emerged as the most popular social media platform globally. Other social media platforms are also dominant at the regional level such as: Twitter in Japan, Naver in the Republic of Korea, Instagram (owned by Facebook) and LinkedIn (owned by Microsoft) in Africa, VKontakte (VK) and Odnoklassniki (eng. Classmates) in Russia and other countries in Central and Eastern Europe, WeChat and QQ in China. However, a concentration phenomenon is occurring globally giving dominance to a few online platforms that become popular for some unique features they provide, most commonly for the added privacy they offer users through disappearing messages or end-to-end encryption (e.g. Jami, Signal, Snapchat, Telegram, Viber, and WhatsApp), but they have tended to occupy niches and to facilitate the exchanges of information that remain rather invisible to larger audiences. Production of freely accessible information has been increasing since 2012. In January 2017, Wikipedia had more than 43 million articles, almost twice as many as in January 2012. This corresponded to a progressive diversification of content and an increase in contributions in languages other than English. In 2017, less than 12 percent of Wikipedia content was in English, down from 18 percent in 2012. Graham, Straumann, and Hogan say that the increase in the availability and diversity of content has not radically changed the structures and processes for the production of knowledge. For example, while content on Africa has dramatically increased, a significant portion of this content has continued to be produced by contributors operating from North America and Europe, rather than from Africa itself. == History == The massive, multi-volume Oxford English Dictionary was exclusively composed of user-generated content. In 1857, Richard Chenevix Trench of the London Philological Society sought public contributions throughout the English-speaking world for the creation of the first edition of the OED. As Simon Winchester recounts: So what we're going to do, if I have your agreement that we're going to produce such a dictionary, is that we're going to send out invitations, were going to send these invitations to every library, every school, every university, every book shop that we can identify throughout the English-speaking world... everywhere where English is spoken or read with any degree of enthusiasm, people will be invited to contribute words. And the point is, the way they do it, the way they will be asked and instructed to do it, is to read voraciously and whenever they see a word, whether it's a preposition or a sesquipedalian monster, they are to... if it interests them and if where they read it, they see it in a sentence that illustrates the way that that word is used, offers the meaning of the day to that word, then they are to write it on a slip of paper... the top left-hand side you write the word, the chosen word, the catchword, which in this case is 'twilight'. Then the quotation, the quotation illustrates the meaning of the word. And underneath it, the citation, where it came from, whether it was printed or whether it was in manuscri

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