Digital classics is the application of the tools of digital humanities to the field of classics, or more broadly to the study of the ancient world. == History == Classics was one of the first of the humanities disciplines to adopt computing approaches; the first references to the use of computing in the classical humanities date to the early 1960s, which might be surprising considering the reputation of the discipline as old-fashioned and stuffily traditionalist. Major projects such as the Thesaurus Linguae Graecae, founded in 1972, and the text collections of the Packard Humanities Institute set the trend, and there are still a significantly large number of ancient world projects among Humanities Computing projects today. Also, the success of traditional scholarly publications in digital guises, such as seen in the Bryn Mawr Classical Review, and the early adoption of hypertext in high profile projects like the Perseus Digital Library helped to legitimize computing in the study of classics in ways that has not always been the case in other areas of the humanities. This apparent paradox may be as a result of the many methodologies and different sources of evidence that classicists have always had to embrace, from literary sources and linguistics, to art history and archaeology, history, philosophy, religious theory, ancient documents such as inscriptions and papyri, and so forth. The fragmentary nature of many of the texts and languages of the ancient world, the scattered evidence from the material culture of ancient Greece and Rome, and the necessity to evaluate all these varieties of evidence in context are particularly likely to benefit from digital approaches such as databases, text markup, image manipulation and machine learning. == Digital classics projects == There are currently several major projects that aim to encourage and develop digital approaches to classical scholarship. The Stoa Consortium at the University of Kentucky distributes news of the discipline, and serves as a peer-reviewed electronic publication venue, and encourages open source approaches to digital classics. The Perseus Project is a digital library that also provides a collection of digital texts and analysis tools to the public; principally (but not exclusively) classical. Digital Classicist is another project and community which shares information and advice about the digital humanities applied to the field of classics. Epigraphy.info is an international open community pursuing a collaborative environment for digital epigraphy. The Liverpool Classics Mailing List is a project which can be subscribed to in which one receives email regarding Classics events around the world, as well as call for papers, studentships and public lectures.
Digital video effect
Digital video effects (DVEs) are visual effects that provide comprehensive live video image manipulation, in the same form as optical printer effects in film. DVEs differ from standard video switcher effects (often referred to as analog effects) such as wipes or dissolves, in that they deal primarily with resizing, distortion or movement of the image. Modern video switchers often contain internal DVE functionality. Modern DVE devices are incorporated in high-end broadcast video switchers. Early examples of DVE devices found in the broadcast post-production industry include the Ampex Digital Optics (ADO), Quantel DPE-5000, Vital Squeezoom, NEC E-Flex and the Abekas A5x series of DVEs. By 1988, Grass Valley Group caught up with the competition with their Kaleidoscope, which integrated ADO-type effects with their widely used line of broadcast switching gear. DVEs are used by the broadcast television industry in live television production environments like television studios and outside broadcasts. They are commonly used in video post-production.
Homeboyz Interactive
Homeboyz Interactive (HBI) was a faith-based recruitment, training and job placement non-profit business in Milwaukee, Wisconsin, United States, founded by a Jesuit brother in 1996 to transform gang members into productive workers. == History == James Holub, a former Jesuit brother affiliated with Wheeling Jesuit University, asked gang members in the Southside of Milwaukee, WI how they could be helped, to break the cycle of poverty and violence. The youth suggested that they be trained for work they found exciting. To attract interest, the training must lead to jobs that paid at least a living wage, and computer skills seemed the most attractive. The non-profit Homeboyz Interactive was established to prepare professionals in web design, application development, and PC/network support. This non-profit outfit spawned the for-profit web design firm HBI Consulting, which provided trainees with work experience. It turned out more than 20 teachers yearly for computer and computer network programs for high schools and other clients, as well as for computer service providers. Some graduates of the program continued their education, some founded their own business, and others continued working at HBI. The Economist described this effort as "turning thugs into programmers" on Milwaukee's South Side, which has proportionally twice as many murders as New York. Holub had "buried his 28th gang member" before he implemented the Homeboyz plan, with the understanding that "nothing stops a bullet like a job." The programs would pass through about 80 prospects a year who successfully completed training and provide them with a job while studying for their high school equivalency test, before they were asked to decide in which direction to go. Most accepted a job or went on to community college but about 25 entered the Homeboyz training for computer programmers. Of first 150 graduates of this program none lost their job; their average pay after two years was US$63,000. Some preferred to return to full-time work at HBI. By 2002, a total of 142 people had graduated from HBI training and moved into full-time IT careers. The training curriculum as of 2000 included JavaScript and Photoshop, among other web-development tools. In 2000, HBI received a 14% ownership stake in reEmploy.com, a payrolling company, in exchange for the development of an electronic time sheet created by the organization. As of 2001, HBI Consulting, the for profit web design firm, had 72 clients. Among those clients were GE Medical, Toyota Forklift, Northwestern Mutual Life, Verizon Wireless, BP; and Marquette University. Companies that graduates of HBI's training programs secured positions have included Northwestern Mutual and Manpower Inc., United Community Center in Milwaukee and EKI Consulting. A pair of graduates also started their own company in 2002, Innovative Source, a web design firm, which itself has had clients such as the University of Wisconsin-Milwaukee and the Milwaukee Women's Center. This was a common path forward, graduates starting their own consulting firms. In 2004, HBI received a grant for General Support from the Vine and Branches Foundation in the amount of US$120,000. The product Project Foundry found its start in the difficulty of managing project-based learning across dozens of students with widely varying levels of skill, a problem encountered by Shane Krukowski, who developed the software while teaching at HBI. Krukowski subsequently an eponymous company to commercialize the software through a subscription-based business model. Some came to Homeboyz through the criminal courts or Department of Corrections. A Jesuit Volunteer (JV) was assigned to work with the program, and to add a spiritual dimension through regular reflection together. Gradually the market began prioritizing graphic design and flash images more than site construction. After 2006 Homeboyz HBI morphed into several spinoffs and ceased to exist as a separate entity.
Power cycling
Power cycling is the act of turning a piece of equipment, usually a computer, off and then on again. Reasons for power cycling include having an electronic device reinitialize its set of configuration parameters or recover from an unresponsive state of its mission critical functionality, such as in a crash or hang situation. Power cycling can also be used to reset network activity inside a modem. It can also be among the first steps for troubleshooting an issue. == Overview == Power cycling can be done manually, usually using the power switch on the device, or remotely, through some type of external device connected to the power input. In the data center environment, remote control power cycling can usually be done through a power distribution unit, over the network. In the home environment, this can be done through home automation powerline communications. Most Internet service providers publish a "how-to" on their website showing their customers the correct procedure to power cycle their devices. Power cycling is a common diagnostic procedure usually performed first when a computer system freezes. However, frequently power cycling a computer can cause thermal stress. Reset has an equal effect on the software but may be less problematic for the hardware as power is not interrupted. == Historical uses == On all Apollo missions to the moon, the landing radar was required to acquire the surface before a landing could be attempted. But on Apollo 14, the landing radar was unable to lock on. Mission control told the astronauts to cycle the power. They did, the radar locked on just in time, and the landing was completed. During the Rosetta mission to comet 67P/Churyumov–Gerasimenko, the Philae lander did not return the expected telemetry on awakening after arrival at the comet. The problem was diagnosed as "somehow a glitch in the electronics", engineers cycled the power, and the lander awoke correctly. During the launch of the billion dollar AEHF-6 satellite on 26 March 2020 by an Atlas V rocket from Cape Canaveral Space Force Station in Florida, a hold was called at T-46 seconds due to hydraulic system not responding as expected. The launch crew turned it off and back on, and the launch proceeded normally. In 2023 the Interstellar Boundary Explorer spacecraft stopped responding to commands after an anomaly. When gentler techniques failed, NASA resorted to rebooting the spacecraft with the remote equivalent of a power cycle.
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.
Compute (machine learning)
In machine learning and deep learning, compute is the amount of computing power or computational resources required to train machine learning models and large language models. More broadly, compute is the computational power or resources necessary for a computer or computer program to function. == Definition == Compute is commonly defined as the amount of computing power or computational resources required to train machine learning and large language models. The term "compute" has also been more broadly applied to cloud computing, referencing processing power, memory, networking, storage, and other resources required for the computation of any program. Compute is measured in petaflop/s-days and is used to document AI training. A petaflop/s-day (pfs-day) consists of performing 1015 neural net operations per second for one day, or a total of about 1020 operations. The compute-time product serves as a mental convenience, similar to kilowatt-hour for energy. An amount of compute is meant to give an idea of the number of actual operations performed. == History == In a 2018 analysis titled "AI and compute", artificial intelligence company OpenAI introduced the concept of compute. OpenAI identified two eras of training AI systems in terms of compute-usage. From 1959 to 2012, compute roughly followed Moore’s law. Between 2012 and 2018, the amount of compute used in the largest AI training runs increased exponentially, growing by more than 300,000 times — roughly doubling every 3.4 months. By comparison, Moore’s Law doubled every two years over the same period. One of the largest models, released in 2020, used 600,000 times more computing power than the 2012 model. After 2020, compute growth began to slow down, with the compute needed for the largest AI models continuing to slow down in 2023. The notion of compute has become increasingly used from the mid-2020s onwards. == Compute growth and AI progress == Larger AI models trained on more data and using more computational resources, tend to perform better. This happens even if the algorithms themselves remain unchanged. As early as 2018, OpenAI noted the exponential increase in compute to be have a key role in AI progress. OpenAI considers three factors drive the advance of AI: algorithmic innovation, data, and the amount of compute available for training. AI models with more compute not only improve in the tasks they were trained on but can develop emergent abilities. Incremental improvements can lead to more abrupt leaps in capabilities. AI provider SpaceXAI said in 2026 that their AI progress is driven by compute and used it a key metric in the AI training of its supercomputer Colossus, the which contains 1 million GPUs. Anthropic has a contract of $1.25 billion per month with SpaceXAI to buy all the compute capacity at Colossus 1 data center. === Criticism and policy === Increasing, promoting or constraining progress in artificial intelligence has often be done via controlling the amount of compute. Policymarkers have enacted policies and provided support to make compute resources more accessible to domestic AI researchers. In a January 2022 report, the Center for Security and Emerging Technology (CSET) suggested to institutions that increasingly powerful and generalizable AI (AGI) will likely require other strategies than maximizing compute. Some AI researchers are also concerned that government might exclusively focus on scaling compute instead of other strategies. The CSET has reported on the various bottlenecks which could explain why deep learning needs for compute have slow down: training is expensive and training extremely large models generates traffic jams across many processors that are difficult to manage. there is a limited supply of AI chips (see AI chip memory shortage). CSET advances that the main resource is human capital, specifically talented researchers — according to a 2023 published survey of more than 400 AI researchers, academic and private sector workers. The survey found that AI researchers are not primarily or exclusively constrained by compute access. However, both academic and industry AI researchers equally report concerns that insufficient compute could prevent them from contributing meaningfully to AI research in the future. High compute users are more concerned about compute access. When asked about which resource provided by the government would be the most useful to them, some AI researchers select compute, other prefer grant funding. For this goal, CSET advised policymakers to ensure that even researchers with smaller budgets could effectively contribute to AI research. Other proposed strategies include using contemporary AI algorithms, managing modern AI infrastructure or focusing on interdisciplinary work between the AI field and other fields of computer science. A 2024 study on compute access found that academic-only AI research teams often have less compute intensive research topics, especially foundation models, compared to industry AI labs. As a consequence, academia is likely to play a smaller role in advancing such techniques. The researchers suggest nationally-sponsored computing infrastructure as well as open science initiatives to boost academic compute access. === Data === A 2022 study found that current large language models are significantly under-trained, a consequence of focusing on scaling language models whilst keeping the amount of training data constant. By training over 400 language models of various parameter and token size, they found that "for compute-optimal training", the model size and the number of training tokens should ideally be scaled equally: for every doubling of model size the number of training tokens should also be doubled.
Gaumina
Gaumina is the largest interactive agency in the Baltics, providing services of web design, web development, online advertising, video, multimedia, mobile and viral. The company works on projects for Procter & Gamble, Nokia, Nissan, Unilever, YX Energi, 7 Up, Vodafone, MTV, Dunnes Stores, Philip Morris, FIBA Europe as well as Irish public sector. == History == Founded in 1998, Gaumina accounts for 39 percent of the Lithuanian interactive market and has completed more than 2,000 online projects. Since 2004 the company has been operating in the UK and Ireland as Gaumina.co.uk. In 2007 Gaumina gained wide media coverage for winning three awards in three days. A website developed by Gaumina won the Best Social Networking website award at the same the Irish Golden Spiders awards. A website developed by Gaumina was named among the 21 best European multimedia projects of 2007 in the final of Europrix Top Talent Award in Austria. The company was also named one of the winners of the national Innovation Prize 2007, awarding the Lithuania's most innovative companies, in the category of Innovative Enterprise. The agency was named "Digital Agency of the Year" by International advertising festival Golden Hammer in September 2008. The agency also won the main prize at the best at Best Use of Film, Digital Animation or Motion Graphics category by the Irish Golden Spider awards in November 2008. Gaumina is currently managed by CEO Darius Bagdžiūnas.