Hype in marketing is a strategy of using extreme publicity. Hype as a modern marketing strategy is closely associated with social media. Marketing through hype often uses artificial scarcity to induce demand. Consumers of hyped products often participate as a form of conspicuous consumption to signify characteristics about themselves. Hype allows brands to promote their image above the actual quality of the product. Streetwear brands have collaborated with luxury fashion to justify charging premium prices for their goods. As an example, fashion label Vetements used social media channels to promote a limited-edition hoodie which sold 500 units in hours, recording sales of €445,000. When hype marketing is used to drive demand for limited-edition goods, consumers sometimes attempt resell those good on secondary markets for a profit (comparable to ticket scalping). The resale market is a $24 billion industry. == Method == Luxury brands may release products as a collaborate with ready-made garment brands as a way to build hype. Collaborations have been used by some luxury brands to circumvent fast fashion brands copying their designs. NYU Professor Adam Alter says that for an established brand to create a scarcity frenzy, they need to release a limited number of different products, frequently. Hype is often built via Pop-up retail. Comme des Garçons was one of the first to use this strategy, leasing a short-term vacant shop solved the storage problems of releasing product for quick sale. Hype campaigns also rely on influencer marketing, where brands enlist creators whose parasocial relationships with their followers help convert audience attention into demand for limited releases. == In popular culture == The term 'hypebeast' has been coined to define consumers vulnerable to hype marketing. The origins of the term come from the Hong Kong-based company Hypebeast. The behaviours of the hypebeast define hype marketing; the purchase of popular goods they can't afford to impress others. Hype also manifests itself in queues with brands often retailing hyped products through pop-up stores. Many luxury brands release hyped products via their online shop. This has led to the creation of companies that allow consumers to use bots to guarantee or improve their chances of purchasing a limited-edition product.
TensorFlow Hub
TensorFlow Hub (also styled TF Hub) is an open-source machine learning library and online repository that provides TensorFlow model components, called modules. It is maintained by Google as part of the TensorFlow ecosystem and allows developers to discover, publish, and reuse pretrained models for tasks such as computer vision, natural language processing, and transfer learning. == Overview == TensorFlow Hub provides a central platform where developers and researchers can access pre-trained models and integrate them directly into TensorFlow workflows. Each module encapsulates a computation graph and its trained weights, with standardized input and output signatures. Modules can be loaded using the hub.load() function or through Keras integration via hub.KerasLayer, enabling users to perform transfer learning or feature extraction. == History == TensorFlow Hub was announced by Google in March 2018, with the first public version released shortly after. Its introduction coincided with the growing adoption of transfer learning techniques and the need for standardized model packaging. Over time, the hub expanded to include models such as the BERT family, MobileNet, EfficientNet, and the Universal Sentence Encoder. In 2020, research on “Regret selection in TensorFlow Hub” explored the problem of identifying optimal models for downstream tasks given a large repository of alternatives. == Applications == TensorFlow Hub hosts a variety of models across machine learning domains: Natural language processing: BERT, ALBERT language model, and Universal Sentence Encoder. Computer vision: ResNet, Inception (deep learning), MobileNet, EfficientNet. Speech and audio: spectrogram feature extractors and automatic speech recognition models. Multilingual embeddings: cross-lingual and sentence-level representations for machine translation and semantic similarity. Modules are widely used in education, academic research, and industry for prototyping and production deployment.
Pamphlet war
A pamphlet war is a protracted argument or discussion through printed media, especially between the time the printing press became common, and when state intervention like copyright laws made such public discourse more difficult. The purpose was to defend or attack a certain perspective or idea. Pamphlet wars have occurred multiple times throughout history, as both social and political platforms. Pamphlet wars became viable platforms for this protracted discussion with the advent and spread of the printing press. Cheap printing presses, and increased literacy made the late 17th century a key stepping stone for the development of pamphlet wars, a period of prolific use of this type of debate. Over 2200 pamphlets were published between 1600–1715 alone. Pamphlet wars are generally credited for powering many key social changes of the era, including the Reformation and the Revolution Controversy, the English philosophical debate set off by the French Revolution. == History of the pamphlet in England == Throughout Europe in the 16th century, printed tracts were used to argue religious doctrine and foment support for religious causes. In England, Henry VIII used print literature to justify his break from the Catholic Church. During the subsequent reigns of Edward and Mary, print polemics escalated into propaganda warfare, as print media gained enormous potential to sway common opinion. By the 1560s, print was widely used to convey news. In 1562, the first pamphlets appeared, which discussed the English forces sent to aid the Protestant French Huguenots. In 1569, pamphlets reported the revolt of the Northern Earls and the subsequent Rebellion of the same year. In the 1580s, pamphlets began to replace broadsheet ballads as the means to convey information to the general public. Over the next century, the pamphlet became the principal means of garnering support for a cause or an idea, and was particularly influential during the English Civil Wars (1642-1651) and the Glorious Revolution of 1688. Through the ensuing decades, the pamphlet lost some popularity due to the emergence of newspapers and journals, but continued to be an important medium of public debate, as illustrated by the Revolution Controversy a full century later in the 1790s. == Pamphlet printing == Coming from a Latin word, "pamphlet" literally means "small book." In the early days of printing, the format of the book or pamphlet depended on the size of the paper used and the number of times it was folded. If a page was only folded once, it was called a folio. If it was folded twice, it was known as a quarto. An octave was a paper folded three times. A pamphlet was usually 1-12 sheets of paper folded in quarto, or 8-96 pages. It was sold for one or two pennies apiece. The printing of a pamphlet involved many people: the author, the printer, suppliers, print-makers, compositor, correctors, pressmen, binders, and distributors. Once the pamphleteer had written the pamphlet, it was sent to the printing house to be corrected, set into type, and printed. The papers were then given to the printer's warehouse-keeper, who bundled the copies and sent them to the bookseller, who was probably the one financing the printing. He was responsible to bind the pamphlets, usually by sewing them, and then sold them wholesale to individual bookselling vendors. The booksellers then sold them from a stall in the marketplace. == Pamphlet subjects == Pamphlets began as the means of conveyance for religious debates, and therefore religious topics were one of the main subjects they dealt with. The definition of a pamphlet came to mean a short work dealing with social, political, or religious issues. Typical topics included the Civil war, Church of England doctrines, Acts of Parliament, the Popish Plot (see below), the Stuart Era, and Cromwell propaganda. In addition, pamphlets were also used for romantic fiction, autobiography, scurrilous personal abuse, and social criticism. They contained much of the propaganda of the 17th century in the midst of the religious and political turmoil. They were also used for debates between the Puritans and the Anglican. During the Glorious Revolution, pamphlets were political weapons. == Authors == There were many authors of pamphlets. However some of the more popular authors include Daniel Defoe, Thomas Hobbes, Jonathan Swift, John Milton, and Samuel Pepys. Also included in the midst are Thomas Nashe, Joseph Addison, Richard Steele, and Matthew Prior. In 1591–1592, Robert Greene released a series of pamphlets which later inspired many other authors including Thomas Middleton and Thomas Dekker. == Critics == Pamphlets, along with their vast popularity, received criticism. There were many in the time period who believed that pamphlets were full of foolishness. They thought the pamphlets were not good enough literature and that they would turn people from "good" writing. They believed that pamphlets would be the end of the great volumes of literature and that great writing would be forgotten. == News reporting == Pamphlets made a great difference in the way news was reported to the general public. With the publication of pamphlets, it was no longer difficult for people to hear of events taking place far away. The closer the occurrence was to London, the easier and faster people heard of it. For example, the Battle of Edgehill took place on 23 October 1642. The first pamphlet reporting the incident was printed on 25 October 24 hours after some of the orders reported had been given. While not entirely accurate, and hurriedly made, the pamphlet nonetheless was able to tell the general public what had happened in the battle. A more accurate, specific, and readable account was available in a pamphlet printed on 26 October, and the "authorized" version was available only five days after the battle took place. == Marprelate pamphlets == In 1588, a series of pamphlets marked a turning point for the Puritans, dividing them from other Protestants in the country. The authors wrote under the pseudonym of Martin Marprelate and his two sons of the same name. The true identities of the authors were never discovered. The pamphlets aimed to provoke authorities to take action against censorship. The series was among the first to ask questions directly of its readers. == Early pamphlet wars == === Elizabethan pamphlet wars === As a means of forming or swaying public opinion, pamphlets like these had a part in influencing society, even as the content was itself influenced by society. During the 16th century and continuing for a short while in the early 17th century in England there was rise in the use of pamphlet wars to discuss a myriad of issues spanning from the civil war, to religious freedoms and the roles of women in society. The Queen herself participated in these discussions, making sure that she was widely read and understood by her people in order to gain favour and establish herself as the monarch despite being a woman. Examples of her use of this medium appear in To the Troops at Tilbury written in 1588, On Mary's Execution written in 1586, and many more. Another famous writer of this period to take advantage of the pamphlet was Emilia Lanier, famous for her arguments about the role of women. A common idea promoted by many literary works and the general attitude towards women, Lanier's work "Eve's Apology in Defence of Women" refuted the belief that Eve is responsible for the fall of man. A very uncommon and unpopular stance to take, Lanier accomplishes her defence through structuring it as an apology, one of the earliest subversive feminist texts. Similarly, Francis Bacon wrote his Essays to promote his idea of morality and other complicated social issues. For example, his work, "Of Love" examines the various understandings of the concept of love, particularly as it was perceived during the Elizabethan era. === Eikon Series === From 1649 until 1651, some five pamphlets were published in a debate about the execution of King Charles I of England (1600-1649). Prior to his execution, King Charles wrote the first pamphlet in the discussion, Eikon Basilike’’ (from the Greek “eikon” for image and “basileus” for king). The subtitle of this work - Portraiture of His Sacred Majesty in His Solitudes and Sufferings - indicates that Charles sought to portray himself as a martyr to the cause of regal prerogative. In the following months, several response pamphlets were published (collectively known as the "Eikon" series), including: Eikon Alethine, Eikon e Pistes, Eikonoklastes, and Eikon Aklastos,” alternately attacking or defending the king, his regicide, and his self-portrait in “Eikon Basilike.” == Popish Plot and Elizabeth Cellier == In the 1680s, after being acquitted of the "Meal-Tub Plot" for which she was accused, Elizabeth Cellier wrote Malice Defeated, which, along with The Matchless Picaro, sparked a pamphlet war surrounding debate of the ascension of a Catholic king to the thro
Social media use in education
Social media in education is the use of social media to enhance education. Social media are "a group of Internet-based applications...that allow the creation and exchange of user-generated content". It is also known as the read/write web. As time went on and technology evolved, social media has been an integral part of people's lives, including students, scholars, and teachers. However, social media are controversial because, in addition to providing new means of connection, critics claim that they damage self-esteem, shorten attention spans, and increase mental health issues. A 2016 dissertation presented surveys that focused on the impact of social media. It reported that 54.6% of students believed that social media affected their studies positively (38% agree, 16.6% strongly agree). About 40% disagreed, and 4.7% of students strongly disagreed. 53% of female students reported that social media negatively impacted their studies. Among male students, 40% agreed that social media had a negative impact on studies, while 59% disagreed. A 2023 article dives deep into the rewards system of the brain in response to social media. This study compares the social rewards system in our brain to those from social media. From ages 10-12, most are receiving a cell phone, social rewards in the brain start to feel more satisfying. Leading to adulthood, the effects of social rewards are less likely to feel reliant on feedback from peers. Equivalent to a more mature prefrontal cortex, this enables a better management of their emotional reaction to these social rewards, meaning a more balanced and controlled reaction. == History == A survey from Cambridge International of nearly 20,000 teachers and students (ages 12–19) from 100 countries found that 48% of students use a desktop computer in class, 42% uses phones, 33% use interactive whiteboards and 20% use tablets. Desktop computers are more used than tablets. Teachers were abandoning the "no phones at school" rule. A 2024 research survey through Common Sense Education reported 54% of age 8-12 and 69% of ages 13-18 social media is an extensive distraction from homework. === United States === The long-running technology boom accelerated after the millennium. As of 2018, 95% of US teenage students had access to a smartphone and 45% said they were online almost constantly. In the early days of social media, access to technology was a significant issue as many students did not own not compatible devices and school budgets were often insufficient to purchase devices for student use. Despite backlash, Missouri passed a law that prohibited teachers from communicating privately with students over social media in 2011. Supporters were concerned that online communication between underage students and faculty could lead to inappropriate relationships. Some schools adopted a "Bring Your Own Device" (BYOD) policy, allowing students to bring Internet-accessing devices, such as phones or tablets to class. During the pandemic, the federal government offered funds that allowed more schools to purchase devices. Over time, more students acquired phones with social media access. Personal devices increased student satisfaction, but reduced teachers' ability to control device use in their classrooms. A 2018 Pew Research study reported that 95% of teenagers had a phone and used social media consistently. === Canada === The Peel District School Board (PDSB) in Ontario accepted the use of social media in the classroom. In 2013, the PDSB introduced BYOD and unblocked many social media sites. That was later replaced by a policy that dealt specifically with social media. == Uses == === Classroom === In the classroom, social media offers a way to systematically distribute and gather information from students. Teachers can supply documents, and audio/video media to students for immediate or later use. One study on higher education reported that devices and social media: created opportunities for interaction provided occasions for collaboration sped up information access offered more ways to learn situated learning. Frustrations included anti-technology instructors, device challenges, and devices as a distraction. Social media in classrooms can have a negative effect. A Yale University publication reported that students who used laptops in class for non-academic reasons had poorer performance. Students spent most of their time on social media, shopping, and other personal activities. Social media has helped many educators mentor their students more effectively. === Outside of class === Social media offer a venue for video calls, stories, feeds, and game playing that can enhance the learning process. Teachers can utilize social media to communicate with their students. Social media can provide students with resources that they can utilize in essays, projects, and presentations. Students can easily access comments made by teachers and peers and offer feedback to teachers. Social media can offer students the opportunity to collaborate by sharing information without requiring face to face meetings. Social media can allow students to more easily connect with experts, to go beyond course materials. Instructors in a 2010 study reported that online technologies (social media) can help students become comfortable having discussions outside the classroom better than traditional means. Teachers may face some risk when using social media outside the classroom, without appropriate work rules. Studies explores how college students' engagement with social media platforms influences their communication preferences and habits, particularly in relation to using school email for academic purposes. === Professional development === Social media can aid professional development, as teachers become students, enhancing knowledge transfer, skill master, and collaboration. === Non-academic uses === Schools can use social media to make public announcements. Teachers and administrators can communicate other important information to parents and students and to receive feedback from them. Families can keep up with school events and policies. === Ecology education === The potential of using social media in ecological, nature and forest education include: virtual nature groups can help promote good habits in forest tourism and recreation (nature ethics), by entering general rules in the regulations by administrators, e.g. "DO NOT PICK UP PLANTS UNKNOWN TO US", which is to protects rare species from pointless picking. social media activity motivates people to learn about nature in the field, allows them to gain knowledge, dispels popular myths, enables contact with scientists and practitioners, promotes valuable literature, websites, and at the same time reveals distortions and substantive errors in popular news services. contact is not only virtual. Despite financial barriers and distance, Internet users organize nature conventions. Such meetings are an opportunity not only to make friends, but also to learn about nature together and have fun. the possibility of contact between scientists and nature lovers via Facebook has become a source of cooperation in species inventory, e.g. the online campaign of the NATRIX Herpetological Society, which consists not only of collecting reports of observations of the smooth snake by Internet users, but also of drawing attention to the biology and threats to this species. Social media has become a place where ecology education quickly reaches people of different ages and social statuses. The nature groups that have been created, in which nature lovers, biologists, foresters and scientists participate, can have a real impact on the state of knowledge and data collection through citizen science. == Apps and services == Social media can allow students to participate in their field by working with organizations outside the classroom. By offering easier access to peers outside the classroom, students can broaden their perspectives and find support resources. Social media aided learning outside of the classroom through collaboration and innovation. One specific study, "Exploring education-related use of social media," called this "audience connectors". Audience connectors bring students together while studying with WhatsApp and Facebook. This study reported that "60 percent [of students in the study] agreed that technology changes education for the better." While social media can promote a beneficial education platform, downsides exist. Students may become skilled at "lifting material from the internet" rather than enhancing their personal understanding. Another downside is student attention spans decline. A concern raised by the students of this study showed how many use spell-check as a crutch and will see a trend of points taken off when spell-check is not an option. Apps like X allowed teachers to make classroom accounts where students can learn about social media in a controlled context. Teachers can post assignments on th
Social computing
Social computing is an area of computer science that is concerned with the intersection of social behavior and computational systems. It is based on creating or fostering existing social conventions and social contexts through the use of software and technology. Blogs, email, instant messaging, social network services, wikis, social bookmarking and other instances of what is often called social software illustrate ideas from social computing. The rise in social computing is attributed to the prevalence of personal devices and increased overall computing power. This enables a growing number of users to participate in sharing content and interact with another. == Definitions == Humans—and human behavior—are profoundly social. Humans tend to orient to one another and develop abilities to interact with each other and other species. This ranges from expression and gesture through spoken, written, and body language. Humans are influenced by the behavior of those around them and can rely on social context and cues to make decisions. An example of a behavior relying on social contexts is applauding at the end of the play. This is based on the context that the show ended, and other audience members are applauding. Social information provides a basis for inferences, planning, and coordinating activity. == Examples == Common tools include blogs, email, instant messaging, social networking sites, wikis, and social bookmarking platforms. These technologies enable users to generate content, share knowledge, and interact in real time. == Applications == The rise of social computing has highlighted opportunities for businesses. Businesses are interacting on social computing platforms and investing in facilities to support and research social computing.Business models can leverage the massive customer bases that accumulate through social computing channels. Some organizations have started their own blogs and networks (McAfee, 2006, Joe, 2005). Organizations from diverse industry sectors such as Google, Cisco, and Fox, have sought to acquire or invest in successful social computing enterprises. A business blog can serve as a source of information and promotion for the company. This allows the company to share content about the company and their initiatives. Businesses have also interacted with social computing to market themselves and interact with customers. A notable example is Wendy's with their X (formerly Twitter) account. The account was primarily used to promote business promotions and interact with users in a playful or meaningful way. E-commerce web sites have allowed users to leave reviews and feedback on purchases which has improved online shopping experience for sellers and consumers.As another example of social computing’s business applications, many e-commerce Web sites have adopted online product/vendor feedback/reputation systems. Such systems provide an asynchronous platform for the consumer community to share experiences collectively and influence their purchasing behavior. They also provide a vehicle for eliciting feedback information valuable to the vendors and e-commerce site operators.Consumers can use the feedback systems to make a more educated choice on a purchase by comparing reviews between products or vendors. Sellers can track consumer behaviors and trends regarding a product and adjust their supply according to the demand. == Challenges and criticism == Social computing raises several concerns related to privacy, data security, and algorithmic bias. The widespread collection and analysis of user-generated data can lead to ethical dilemmas, especially when users are unaware of how their information is used. Critics also highlight issues of digital labor, surveillance, and the spread of misinformation, which can influence public opinion and social dynamics. === Term appearance === The term appeared in the mid 1990s after technology advancements and development of the web. In 1994, the concept of social computing was first proposed by Schuler. He thought, "Social computing is a computing application, with software as the medium or focus of social relationships." === Premise === The premise of social computing is that it is possible to design digital systems that support useful functionality by making socially produced information available to their users. This information may be provided directly, as when systems show the number of users who have rated a review as helpful or not. Or the information may be provided after being filtered and aggregated, as is done when systems recommend a product based on what else people with similar purchase history have purchased. Alternatively, the information may be provided indirectly, as is the case with Google's page rank algorithms which orders search results based on the number of pages that (recursively) point to them. In all of these cases, information that is produced by a group of people is used to provide or enhance the functioning of a system. Social computing is concerned with systems of this sort and the mechanisms and principles that underlie them. Social computing can be defined as follows: "Social Computing" refers to systems that support the gathering, representation, processing, use, and dissemination of information that is distributed across social collectivities such as teams, communities, organizations, and markets. Moreover, the information is not "anonymous" but is significantly precise because it is linked to people, who are in turn linked to other people. More recent definitions, however, have foregone the restrictions regarding anonymity of information, acknowledging the continued spread and increasing pervasiveness of social computing. As an example, Hemmatazad, N. (2014) defined social computing as "the use of computational devices to facilitate or augment the social interactions of their users, or to evaluate those interactions in an effort to obtain new information." Social computing has to do with supporting "computations" that are carried out by groups of people, an idea that has been popularized in James Surowiecki's book, The Wisdom of Crowds. Examples of social computing in this sense include collaborative filtering, online auctions, reputation systems, computational social choice, tagging, and verification games. The social information processing page focuses on this sense of social computing. == History == === Technology infrastructure === Users were able to interact more with websites after the development of Web 2.0. This was an advancement from Web 1.0. Comode G. and Krishnamurthy B. (2008) note that "content creators were few in Web 1.0 with the vast majority of users simply acting as consumers of content." Web 2.0 provided functionalities that allowed for low-cost web-hosting services and introduced features with browser windows that used basic information structure and expanded it to as many devices as possible using HTTP, or Hypertext Transfer Protocol. Sometimes referred to as "Enterprise 2.0", a term derived from Web 2.0, social software for enterprise generally refers to the use of social computing in corporate intranets and in other medium- and large-scale business environments. It consisted of a class of tools that allowed for networking and social changes to businesses at the time. It was a layering of the business tools on Web 2.0 and brought forth several applications and collaborative software with specific uses. FinanceElectronic negotiation, which first came up in 1969 and was adapted over time to suit financial markets networking needs, represents an important and desirable coordination mechanism for electronic markets. Negotiation between agents (software agents as well as humans) allows cooperative and competitive sharing of information to determine a proper price. Recent research and practice has also shown that electronic negotiation is beneficial for the coordination of complex interactions among organizations. Electronic negotiation has recently emerged as a very dynamic, interdisciplinary research area covering aspects from disciplines such as Economics, Information Systems, Computer Science, Communication Theory, Sociology and Psychology.Social computing has become more widely known because of its relationship to a number of recent trends. These include the growing popularity of social software and Web 3.0, increased academic interest in social network analysis, the rise of open source as a viable method of production, and a growing conviction that all of this can have a profound impact on daily life. A February 13, 2006 paper by market research company Forrester Research suggested that: === Developments === PLATO was one of the earliest examples of social computing in a live production environment with initially hundreds and soon thousands of users. The PLATO computer system was developed by the University of Illinois at Urbana Champaign in 1960s. In the 70s, the system supported social software applications for multi-us
Singularity studies
Singularity studies is an interdisciplinary academic field which examines the idea of technological singularity — the hypothesised point at which artificial intelligence may surpass human intelligence, might be attained by artificial intelligence (AI), robotics, and other technologies and sciences, and its social impacts. In this academic field, the study and research are conducted across a broad array of terrains such as information science, robotics, social informatics, economics, philosophy, and ethics. The primary aim of singularity studies is to gain an integrative understanding of the transformation of social systems occurring in tandem with the explosive evolution of AI and also the changes to be effected by such transformation in the view of humans, ethics, and legal systems. == History == An academic work on technological singurality has appeared in computer science, philosophy, sociology, and law since the early 1990s. Early discussions of an intelligence explosion were popularised by science-fiction writer Vernor Vinge in 1993 and later systematised by futurist Ray Kurzweil. Since the 2010s, universities such as Oxford, Stanford, and Keio have established dedicated programmes, while peer-reviewed journals have begun to publish scenario analyses and policy studies. Ongoing debates question the predictive value of singularity scenarios and warn against a deterministic view of technology. == Characteristics of research == Singularity studies extends beyond mere future predictions and offer an intellectual foundation for proactively designing and creating a desirable future. Principal research themes in this realm include: Ethics of AI; Social implications of technologies; Possibility of harmonious coexistence of humans and AI; Communication with AI; and Redesign of social systems. == Technologists and academics == Vernor Vinge: Propounded the concept of singularity in 1993, making a massive impact on the academic and science-fiction spheres. Ray Kurzweil: Predicted the advent around 2045 of the technological singularity in his 2005 book The Singularity Is Near. Nick Bostrom: Offered philosophical reflections on superintelligence and the risks posed by AI. He is the founding director of the now-dissolved Future of Humanity Institute at the University of Oxford. === Japan === Kento Sasano: A social informatician, AI educator, and inventor. He is the president of the Japan Society of Singularity Studies. == Challenges and outlook == Singularity studies is still evolving as an academic field, and quite a few challenges remain unresolved in regard to the systematization of their theories, research methods, and educational curricula. That said, in this day and age of accelerating technological and societal shifts, interdisciplinary approaches have gained in importance and are drawing much attention in the arenas of scholarly research, intercorporate collaboration, and policy planning.
Serge Belamant
Serge Belamant (born 1953) is a French-born South African entrepreneur best known for designing the Universal Electronic Payment System (UEPS) and the Chip Offline Pre-authorised Card (COPAC). He founded the cash-payments company Net1 UEPS Technologies in 1989, led it through dual listings on the NASDAQ and the Johannesburg Stock Exchange, and oversaw the contentious welfare-payments contract with the South African Social Security Agency (SASSA) until his retirement in 2017. Since 2018 he has been non-executive chair of London-based buy-now-pay-later fintech Zilch. == Early life and education == Belamant moved from France to South Africa with his family in 1967 and matriculated from Highlands North Boys' High School, Johannesburg. In 1972 he entered the University of the Witwatersrand to study civil engineering but switched to computer science and applied mathematics in his second year. He left the university without a degree and later took short courses in information systems at the University of South Africa (UNISA). == Early career and SASWITCH (1981–1989) == Belamant worked for Control Data Corporation as a systems analyst for a decade before joining SASWITCH Ltd in 1985. Economic sanctions had left the consortium's national ATM network dependent on unsupported Christian Rovsing computers. Belamant led a rebuild on fault-tolerant Stratus hardware and wrote protocol-translation software that allowed fourteen banks to connect without altering their host systems. By 1988 SASWITCH was handling about three million ATM transactions a month, according to the Competition Commission. The switch—now run by BankservAfrica—remains the backbone of South Africa's shared ATM network. == Net1 UEPS Technologies (1989–2017) == === Founding and UEPS === In 1989, Serge Belamant developed the Universal Electronic Payment System (UEPS), enabling secure, real-time transactions even in areas with limited connectivity. In the same year, he founded NET1 UEPS Technologies Inc., serving as its CEO and Director. === COPAC for VISA === In 1995, VISA tasked Belamant with designing the Chip Offline Pre-authorized Card (COPAC), a technology still widely used in chip-enabled credit and debit cards. A year later, he listed his company APLITEC (Applied Technology Holdings Limited) on the Johannesburg Stock Exchange. === Listings and acquisitions === In 1999, Belamant acquired Cash Payment Services (CPS) from First National Bank of South Africa, modernizing its welfare payment system to serve millions in rural areas. In 2005, he led NET1 Technologies to an IPO, listing it as NET1 UEPS Technologies Inc. on the Nasdaq. A secondary listing on the Johannesburg Stock Exchange (JSE) followed in 2008. === SASSA contract === Under Belamant's leadership, NET1 managed welfare payments for the South African Social Security Agency (SASSA), handling payments for over 10 million beneficiaries monthly. Despite criticism over handling the SASSA contract, investigations by the U.S. Department of Justice and the South African Constitutional Court found no wrongdoing. == Zilch (2018–present) == Belamant co-founded London-based "buy-now-pay-later" firm Zilch Technology in 2018 and serves as non-executive chair. Zilch reported £145 million in annual-recurring revenue and 4.5 million customers in January 2025. == Patents == Belamant is listed as inventor on more than a dozen payment-security patents, including: "Funds transfer system" (US RE36,788, 2000) – the basis for UEPS. "Financial transactions with a varying PIN" (WO 2014/037869, 2014).