In statistics, multiple correspondence analysis (MCA) is a data analysis technique for nominal categorical data, used to detect and represent underlying structures in a data set. It does this by representing data as points in a low-dimensional Euclidean space. The procedure thus appears to be the counterpart of principal component analysis for categorical data. MCA can be viewed as an extension of simple correspondence analysis (CA) in that it is applicable to a large set of categorical variables. == As an extension of correspondence analysis == MCA is performed by applying the CA algorithm to either an indicator matrix (also called complete disjunctive table – CDT) or a Burt table formed from these variables. An indicator matrix is an individuals × variables matrix, where the rows represent individuals and the columns are dummy variables representing categories of the variables. Analyzing the indicator matrix allows the direct representation of individuals as points in geometric space. The Burt table is the symmetric matrix of all two-way cross-tabulations between the categorical variables, and has an analogy to the covariance matrix of continuous variables. Analyzing the Burt table is a more natural generalization of simple correspondence analysis, and individuals or the means of groups of individuals can be added as supplementary points to the graphical display. In the indicator matrix approach, associations between variables are uncovered by calculating the chi-square distance between different categories of the variables and between the individuals (or respondents). These associations are then represented graphically as "maps", which eases the interpretation of the structures in the data. Oppositions between rows and columns are then maximized, in order to uncover the underlying dimensions best able to describe the central oppositions in the data. As in factor analysis or principal component analysis, the first axis is the most important dimension, the second axis the second most important, and so on, in terms of the amount of variance accounted for. The number of axes to be retained for analysis is determined by calculating modified eigenvalues. == Details == Since MCA is adapted to draw statistical conclusions from categorical variables (such as multiple choice questions), the first thing one needs to do is to transform quantitative data (such as age, size, weight, day time, etc) into categories (using for instance statistical quantiles). When the dataset is completely represented as categorical variables, one is able to build the corresponding so-called complete disjunctive table. We denote this table X {\displaystyle X} . If I {\displaystyle I} persons answered a survey with J {\displaystyle J} multiple choices questions with 4 answers each, X {\displaystyle X} will have I {\displaystyle I} rows and 4 J {\displaystyle 4J} columns. More theoretically, assume X {\displaystyle X} is the completely disjunctive table of I {\displaystyle I} observations of K {\displaystyle K} categorical variables. Assume also that the k {\displaystyle k} -th variable have J k {\displaystyle J_{k}} different levels (categories) and set J = ∑ k = 1 K J k {\displaystyle J=\sum _{k=1}^{K}J_{k}} . The table X {\displaystyle X} is then a I × J {\displaystyle I\times J} matrix with all coefficient being 0 {\displaystyle 0} or 1 {\displaystyle 1} . Set the sum of all entries of X {\displaystyle X} to be N {\displaystyle N} and introduce Z = X / N {\displaystyle Z=X/N} . In an MCA, there are also two special vectors: first r {\displaystyle r} , that contains the sums along the rows of Z {\displaystyle Z} , and c {\displaystyle c} , that contains the sums along the columns of Z {\displaystyle Z} . Note D r = diag ( r ) {\displaystyle D_{r}={\text{diag}}(r)} and D c = diag ( c ) {\displaystyle D_{c}={\text{diag}}(c)} , the diagonal matrices containing r {\displaystyle r} and c {\displaystyle c} respectively as diagonal. With these notations, computing an MCA consists essentially in the singular value decomposition of the matrix: M = D r − 1 / 2 ( Z − r c T ) D c − 1 / 2 {\displaystyle M=D_{r}^{-1/2}(Z-rc^{T})D_{c}^{-1/2}} The decomposition of M {\displaystyle M} gives you P {\displaystyle P} , Δ {\displaystyle \Delta } and Q {\displaystyle Q} such that M = P Δ Q T {\displaystyle M=P\Delta Q^{T}} with P, Q two unitary matrices and Δ {\displaystyle \Delta } is the generalized diagonal matrix of the singular values (with the same shape as Z {\displaystyle Z} ). The positive coefficients of Δ 2 {\displaystyle \Delta ^{2}} are the eigenvalues of Z {\displaystyle Z} . The interest of MCA comes from the way observations (rows) and variables (columns) in Z {\displaystyle Z} can be decomposed. This decomposition is called a factor decomposition. The coordinates of the observations in the factor space are given by F = D r − 1 / 2 P Δ {\displaystyle F=D_{r}^{-1/2}P\Delta } The i {\displaystyle i} -th rows of F {\displaystyle F} represent the i {\displaystyle i} -th observation in the factor space. And similarly, the coordinates of the variables (in the same factor space as observations!) are given by G = D c − 1 / 2 Q Δ {\displaystyle G=D_{c}^{-1/2}Q\Delta } == Recent works and extensions == In recent years, several students of Jean-Paul Benzécri have refined MCA and incorporated it into a more general framework of data analysis known as geometric data analysis. This involves the development of direct connections between simple correspondence analysis, principal component analysis and MCA with a form of cluster analysis known as Euclidean classification. Two extensions have great practical use. It is possible to include, as active elements in the MCA, several quantitative variables. This extension is called factor analysis of mixed data (see below). Very often, in questionnaires, the questions are structured in several issues. In the statistical analysis it is necessary to take into account this structure. This is the aim of multiple factor analysis which balances the different issues (i.e. the different groups of variables) within a global analysis and provides, beyond the classical results of factorial analysis (mainly graphics of individuals and of categories), several results (indicators and graphics) specific of the group structure. == Application fields == In the social sciences, MCA is arguably best known for its application by Pierre Bourdieu, notably in his books La Distinction, Homo Academicus and The State Nobility. Bourdieu argued that there was an internal link between his vision of the social as spatial and relational --– captured by the notion of field, and the geometric properties of MCA. Sociologists following Bourdieu's work most often opt for the analysis of the indicator matrix, rather than the Burt table, largely because of the central importance accorded to the analysis of the 'cloud of individuals'. == Multiple correspondence analysis and principal component analysis == MCA can also be viewed as a PCA applied to the complete disjunctive table. To do this, the CDT must be transformed as follows. Let y i k {\displaystyle y_{ik}} denote the general term of the CDT. y i k {\displaystyle y_{ik}} is equal to 1 if individual i {\displaystyle i} possesses the category k {\displaystyle k} and 0 if not. Let denote p k {\displaystyle p_{k}} , the proportion of individuals possessing the category k {\displaystyle k} . The transformed CDT (TCDT) has as general term: x i k = y i k / p k − 1 {\displaystyle x_{ik}=y_{ik}/p_{k}-1} The unstandardized PCA applied to TCDT, the column k {\displaystyle k} having the weight p k {\displaystyle p_{k}} , leads to the results of MCA. This equivalence is fully explained in a book by Jérôme Pagès. It plays an important theoretical role because it opens the way to the simultaneous treatment of quantitative and qualitative variables. Two methods simultaneously analyze these two types of variables: factor analysis of mixed data and, when the active variables are partitioned in several groups: multiple factor analysis. This equivalence does not mean that MCA is a particular case of PCA as it is not a particular case of CA. It only means that these methods are closely linked to one another, as they belong to the same family: the factorial methods. == Software == There are numerous software of data analysis that include MCA, such as STATA and SPSS. The R package FactoMineR also features MCA. This software is related to a book describing the basic methods for performing MCA . There is also a Python package for [1] which works with numpy array matrices; the package has not been implemented yet for Spark dataframes.
Scene text
Scene text is text that appears in an image captured by a camera in an outdoor environment. The detection and recognition of scene text from camera captured images are computer vision tasks which became important after smart phones with good cameras became ubiquitous. The text in scene images varies in shape, font, colour and position. The recognition of scene text is further complicated sometimes by non-uniform illumination and focus. To improve scene text recognition, the International Conference on Document Analysis and Recognition (ICDAR) conducts a robust reading competition once in two years. The competition was held in 2003, 2005 and during every ICDAR conference. International association for pattern recognition (IAPR) has created a list of datasets as Reading systems. == Text detection == Text detection is the process of detecting the text present in the image, followed by surrounding it with a rectangular bounding box. Text detection can be carried out using image based techniques or frequency based techniques. In image based techniques, an image is segmented into multiple segments. Each segment is a connected component of pixels with similar characteristics. The statistical features of connected components are utilised to group them and form the text. Machine learning approaches such as support vector machine and convolutional neural networks are used to classify the components into text and non-text. In frequency based techniques, discrete Fourier transform (DFT) or discrete wavelet transform (DWT) are used to extract the high frequency coefficients. It is assumed that the text present in an image has high frequency components and selecting only the high frequency coefficients filters the text from the non-text regions in an image. == Word recognition == In word recognition, the text is assumed to be already detected and located and the rectangular bounding box containing the text is available. The word present in the bounding box needs to be recognized. The methods available to perform word recognition can be broadly classified into top-down and bottom-up approaches. In the top-down approaches, a set of words from a dictionary is used to identify which word suits the given image. Images are not segmented in most of these methods. Hence, the top-down approach is sometimes referred as segmentation free recognition. In the bottom-up approaches, the image is segmented into multiple components and the segmented image is passed through a recognition engine. Either an off the shelf Optical character recognition (OCR) engine or a custom-trained one is used to recognise the text.
IP Multimedia Subsystem
The IP Multimedia Subsystem or IP Multimedia Core Network Subsystem (IMS) is a standardized architectural framework for delivering IP-based multimedia services. Historically, mobile phones have provided voice call services over a circuit-switched network, rather than over an IP-based packet-switched network. Various VoIP technologies are available on smartphones; IMS offers a standardized protocol across different vendors. IMS was originally designed by the wireless standards body 3rd Generation Partnership Project (3GPP), as a part of the vision for evolving mobile networks beyond GSM. Its original formulation (3GPP Rel-5) represented an approach for delivering Internet services over GPRS. This vision was later updated by 3GPP, 3GPP2 and ETSI TISPAN by requiring support of networks other than GPRS, such as Wireless LAN, CDMA2000 and fixed lines. IMS uses IETF protocols wherever possible, e.g., the Session Initiation Protocol (SIP). According to the 3GPP, IMS is not intended to standardize applications, but rather to aid the access of multimedia and voice applications from wireless and wireline terminals, i.e., to create a form of fixed-mobile convergence (FMC). This is done by having a horizontal control layer that isolates the access network from the service layer. From a logical architecture perspective, services need not have their own control functions, as the control layer is a common horizontal layer. However, in implementation this does not necessarily map into greater reduced cost and complexity. Alternative and overlapping technologies for access and provisioning of services across wired and wireless networks include combinations of Generic Access Network, softswitches and "naked" SIP. Since it is becoming increasingly easier to access content and contacts using mechanisms outside the control of traditional wireless/fixed operators, the interest of IMS is being challenged. Examples of global standards based on IMS are MMTel which is the basis for Voice over LTE (VoLTE), Wi-Fi Calling (VoWIFI), Video over LTE (ViLTE), SMS/MMS over WiFi and LTE, Unstructured Supplementary Service Data (USSD) over LTE, and Rich Communication Services (RCS), which is also known as joyn or Advanced Messaging, and now RCS is operator's implementation. RCS also further added Presence/EAB (enhanced address book) functionality. == History == IMS was defined by an industry forum called 3G.IP, formed in 1999. 3G.IP developed the initial IMS architecture, which was brought to the 3rd Generation Partnership Project (3GPP), as part of their standardization work for 3G mobile phone systems in UMTS networks. It first appeared in Release 5 (evolution from 2G to 3G networks), when SIP-based multimedia was added. Support for the older GSM and GPRS networks was also provided. 3GPP2 (a different organization from 3GPP) based their CDMA2000 Multimedia Domain (MMD) on 3GPP IMS, adding support for CDMA2000. 3GPP release 6 added interworking with WLAN, inter-operability between IMS using different IP-connectivity networks, routing group identities, multiple registration and forking, presence, speech recognition and speech-enabled services (Push to talk). 3GPP release 7 added support for fixed networks by working together with TISPAN release R1.1, the function of AGCF (access gateway control function) and PES (PSTN emulation service) are introduced to the wire-line network for the sake of inheritance of services which can be provided in PSTN network. AGCF works as a bridge interconnecting the IMS networks and the Megaco/H.248 networks. Megaco/H.248 networks offers the possibility to connect terminals of the old legacy networks to the new generation of networks based on IP networks. AGCF acts a SIP User agent towards the IMS and performs the role of P-CSCF. SIP User Agent functionality is included in the AGCF, and not on the customer device but in the network itself. Also added voice call continuity between circuit switching and packet switching domain (VCC), fixed broadband connection to the IMS, interworking with non-IMS networks, policy and charging control (PCC), emergency sessions. It also added SMS over IP. 3GPP release 8 added support for LTE / SAE, multimedia session continuity, enhanced emergency sessions, SMS over SGs and IMS centralized services. 3GPP release 9 added support for IMS emergency calls over GPRS and EPS, enhancements to multimedia telephony, IMS media plane security, enhancements to services centralization and continuity. 3GPP release 10 added support for inter device transfer, enhancements to the single radio voice call continuity (SRVCC), enhancements to IMS emergency sessions. 3GPP release 11 added USSD simulation service, network-provided location information for IMS, SMS submit and delivery without MSISDN in IMS, and overload control. Some operators opposed IMS because it was seen as complex and expensive. In response, a cut-down version of IMS—enough of IMS to support voice and SMS over the LTE network—was defined and standardized in 2010 as Voice over LTE (VoLTE). == Architecture == Each of the functions in the diagram is explained below. The IP multimedia core network subsystem is a collection of different functions, linked by standardized interfaces, which grouped form one IMS administrative network. A function is not a node (hardware box): An implementer is free to combine two functions in one node, or to split a single function into two or more nodes. Each node can also be present multiple times in a single network, for dimensioning, load balancing or organizational issues. === Access network === The user can connect to IMS in various ways, most of which use the standard IP. IMS terminals (such as mobile phones, personal digital assistants (PDAs) and computers) can register directly on IMS, even when they are roaming in another network or country (the visited network). The only requirement is that they can use IP and run SIP user agents. Fixed access (e.g., digital subscriber line (DSL), cable modems, Ethernet, FTTx), mobile access (e.g. 5G NR, LTE, W-CDMA, CDMA2000, GSM, GPRS) and wireless access (e.g., WLAN, WiMAX) are all supported. Other phone systems like plain old telephone service (POTS—the old analogue telephones), H.323 and non IMS-compatible systems, are supported through gateways. === Core network === HSS – Home subscriber server: The home subscriber server (HSS), or user profile server function (UPSF), is a master user database that supports the IMS network entities that actually handle calls. It contains the subscription-related information (subscriber profiles), performs authentication and authorization of the user, and can provide information about the subscriber's location and IP information. It is similar to the GSM home location register (HLR) and Authentication centre (AuC). A subscriber location function (SLF) is needed to map user addresses when multiple HSSs are used. User identities: Various identities may be associated with IMS: IP multimedia private identity (IMPI), IP multimedia public identity (IMPU), globally routable user agent URI (GRUU), wildcarded public user identity. Both IMPI and IMPU are not phone numbers or other series of digits, but uniform resource identifier (URIs), that can be digits (a Tel URI, such as tel:+1-555-123-4567) or alphanumeric identifiers (a SIP URI, such as sip:[email protected] ). IP Multimedia Private Identity: The IP Multimedia Private Identity (IMPI) is a unique permanently allocated global identity assigned by the home network operator. It has the form of a Network Access Identifier(NAI) i.e. user.name@domain, and is used, for example, for Registration, Authorization, Administration, and Accounting purposes. Every IMS user shall have one IMPI. IP Multimedia Public Identity: The IP Multimedia Public Identity (IMPU) is used by any user for requesting communications to other users (e.g. this might be included on a business card). Also known as Address of Record (AOR). There can be multiple IMPU per IMPI. The IMPU can also be shared with another phone, so that both can be reached with the same identity (for example, a single phone-number for an entire family). Globally Routable User Agent URI: Globally Routable User Agent URI (GRUU) is an identity that identifies a unique combination of IMPU and UE instance. There are two types of GRUU: Public-GRUU (P-GRUU) and Temporary GRUU (T-GRUU). P-GRUU reveal the IMPU and are very long lived. T-GRUU do not reveal the IMPU and are valid until the contact is explicitly de-registered or the current registration expires Wildcarded Public User Identity: A wildcarded Public User Identity expresses a set of IMPU grouped together. The HSS subscriber database contains the IMPU, IMPI, IMSI, MSISDN, subscriber service profiles, service triggers, and other information. ==== Call Session Control Function (CSCF) ==== Several roles of SIP servers or proxies, collectively called Call Session Control Function (CSCF), are used to process SIP sign
Web science
Web science is an emerging interdisciplinary field concerned with the study of large-scale socio-technical systems, particularly the World Wide Web. It considers the relationship between people and technology, the ways that society and technology co-constitute one another and the impact of this co-constitution on broader society. Web Science combines research from disciplines as diverse as sociology, computer science, economics, and mathematics. The Web Science Institute, founded at the University of Southampton by director Wendy Hall and colleagues, describes Web Science as focusing "the analytical power of researchers from disciplines as diverse as mathematics, sociology, economics, psychology, law and computer science to understand and explain the Web. It is necessarily interdisciplinary – as much about social and organizational behaviour as about the underpinning technology." A central pillar of Web science development is Artificial Intelligence or "AI". The current artificial intelligence that in development at the moment is Human-Centered, with goals to further professional development courses as well as influencing public policy. Artificial intelligence developers are focused on the most impactful uses of this technology, while also hoping to expedite the growth and development of the human race. An early definition was given by American computer scientist Ben Shneiderman: "Web Science" is processing the information available on the web in similar terms to those applied to natural environment. == Areas of activity == === Emergent properties === Philip Tetlow, an IBM-based scientist influential in the emergence of web science as an independent discipline, argued for the concept of web life, which considers the Web not as a connected network of computers, as in common interpretations of the Internet, but rather as a sociotechnical machine capable of fusing together individuals and organisations into larger coordinated groups. It argues that unlike the technologies that have come before it, the Web is different in that its phenomenal growth and complexity are starting to outstrip our capability to control it directly, making it impossible for us to grasp its completeness in one go. Tetlow made use of Fritjof Capra's concept of the 'web of life' as a metaphor. == Research groups == There are numerous academic research groups engaged in Web Science research, many of which are members of WSTNet, the Web Science Trust Network of research labs. Health Web Science emerged as a sub-discipline of Web Science that studies the role of the Web's impact on human's health outcomes and how to further utilize the Web to improve health outcomes. These groups focus on the developmental possibilities, provided through Web Science, in areas such as health care and social welfare. Discussion of web science has been widely adopted as a method in which the internet can have a real world impact in the field of medicine, currently coined Medicine 2.0. The World Wide Web acts as a medium for the spread and circulation of knowledge, though these various research groups consider themselves responsible for maintaining verifiable and testable knowledge. Using their knowledge of the healthcare system as well as web science, researchers are focused on formatting and structuring their knowledge in a way that is easily accessible throughout the internet. The World Wide Web is quickly evolving meaning that the information we provide and its formatting must also. Recognizing the overlap between both aspects, the spread of knowledge and development of the internet, allows us to properly display our knowledge in a manner that evolves as quickly as the internet and everyday medical research. The accessibility of the internet and quick development of knowledge must be companied with efficient formatting to allocate successful dissemination of information, as described by these various researcher groups. == Related major conferences == Association for Computing Machinery (ACM), Hypertext Conference (HT) sponsored by SIGWEB ACM SIGCHI Conference on Human Factors in Computing Systems (CHI) International AAAI Conference on Weblogs and Social Media (ICWSM) The Web Conference (WWW) Association for Computing Machinery (ACM) Web Science Conference (WebSci)
Digital content
Digital content is any content that exists in the form of digital data. Digital content is stored on digital media or analog storage in specific formats. Forms of digital content include information that is digitally broadcast, streamed, or contained in computer files. Viewed narrowly, digital content includes popular media types, while a broader approach considers any type of digital information (e. g. digitally updated weather forecasts, GPS maps, and so on) as digital content. Digital content has increased as more households have accessed the Internet. Expanded access has made it easier for people to receive their news and watch TV online, challenging the popularity of traditional platforms. Increased access to the Internet has also led to the mass publication of digital content through individuals in the form of eBooks, blog posts, and even Facebook posts. == History == At the beginning of the Digital Revolution, computers facilitated the discovery, retrieval, and creation of new information in every field of human knowledge. As information became increasingly more accessible, the Digital Revolution also facilitated the creation of digital content. Despite an evolution to digital technology, which occurred somewhere between the late 1970s, distribution of digital content did not begin until the late 1990s with the rise in popularity of the Internet. In the past, digital content was primarily distributed through computers and the Internet. Methods of distribution are rapidly changing as the Digital Revolution brings new channels, such as mobile apps and eBooks. These new technologies will create challenges for content creators, as they determine the best channel to bring content to their consumers. Despite the benefits, new technologies have created new intellectual property issues. Users can easily share, modify, and redistribute content outside of the creator's control. While new technologies have made digital content available to large audiences, managing copyright and limiting content movement will continue to be an issue that digital content creators face in the future. == Types of digital content == Examples include: Video – Types of video content include home videos, music videos, TV shows, and movies. Many of these can be viewed on websites such as YouTube, Hulu, Paramount+, Disney+, HBO Max, and so on, in which people and companies alike can post content. However, many movies and television shows are not available for free legally, but rather can be purchased from sites such as iTunes and Amazon. Audio – Music is the most common form of audio. Spotify has emerged as a popular way for people to listen to music either over the Internet or from their computer desktop. Digital content in the form of music is also available through Pandora and last.fm, both of which allow listeners to listen to music online for no charge. Images – Photo and image sharing is another example of digital content. Popular sites used for this type of digital content includes Imgur, where people share self-created pictures, Flickr, where people share their photo albums, and DeviantArt, where people share their artwork. Popular apps that are used for images include Instagram and Snapchat. Visual Stories - Stories are a new type of digital content that got introduced by Snapchat. Since then, stories as a format has been introduced in a couple of other platforms such as Facebook and Linkedin. In 2018, Google introduced their AMP Stories, which provides content publishers with a mobile-focused format for delivering news and information as visually rich, tap-through stories. Text - Type of digital content which is available in text or written format. Blog websites which store data in form of textual format. === Paid digital content === In order to have access to more premium digital goods, consumers usually have to pay an upfront charge for digital content, or a subscription based fee. Video – Many licensed videos, such as movies and television shows, require money in order to be viewed or downloaded. Popular services used by many include streaming giant Netflix and Amazon's streaming service, as well as recent notice put forth by the online video platform YouTube. Audio – While songs can be streamed for free, generally in order to download most licensed music, consumers need to purchase songs from web stores, such as the popular iTunes. However, Spotify Premium is emerging as a new model for purchasing digital content on the web: consumers pay a monthly fee to unlimited streaming and downloading from Spotify's music library. According to a report done by IHS Inc. in 2013, the global consumer spending on digital content grew to over $57 billion in 2013, which was up almost 30% from $44 billion in 2012. In past years, the US has always been a leader in consumer expenditure on digital content, but as of 2013, many countries have emerged with great consumer expenditure. South Korea's overall digital spend per capita is now greater than the US. ==== Consolidation ==== According to research firm Ampere Analysis, in 2024, a small group of six media conglomerates; Disney, Comcast, Google, Warner Bros. Discovery, Netflix, and Paramount Global—are poised to dominate the global content market. These companies are projected to account for 51% of all global spending on content, a significant increase from 47% in 2020. Disney, in particular, is a major player, with an estimated $35.8 billion investment in television and film content, representing 14% of global spending. This significant increase, fueled by Disney's full ownership of Hulu, highlights the company's strategic focus on streaming services. A substantial portion of the projected $126 billion global content spending is allocated to streaming platforms. === Non-purchasable digital content === Not all digital content is purchasable, and is simply anything published digitally. This would include: News – in recent years newspapers have attempted to expand their readership by creating access to their newspapers digitally. As of 2012, 39% of readers learned about news from online formats, making news a prevalent form of digital content. Advertisements – as media consumers increasingly use digital formats to watch TV, check the weather, and search for content, advertisements have shifted to digital forms to keep up with their viewership. Advertisements are now being made digitally and placed on sites ranging from Facebook to YouTube. Question and Answer sites – these sites are a type of Internet forum where people can post questions they want answered, or provide responses to previous inquiries. With millions of questions posted each day, anyone has the ability to create content on these sites, so the information provided may not be 100% reliable or accurate. Popular sites include Yahoo! Answers, WikiAnswers and Quora. Web mapping – sites such as MapQuest and Google Maps provide users with map content. These sites give people the ability to quickly look up the location of a landmark and create routes to a destination. Online maps are a form of free content provided by companies such as Google and AOL, serving as much more efficient alternatives to the traditional Thomas Guide. == Business implications == === Digital companies === Digital content businesses can include news, information, and entertainment distributed over the Internet and consumed digitally by both consumers and businesses. Based on revenue, the leading digital businesses are ranked Google, China Mobile, Bloomberg, Reed Elsevier, and Apple. The 50 companies with the highest revenue are split between those offering free and paid digital content, but these top 50 companies combined generate revenue of $150 billion. === Educational opportunities === Programs such as CUNY's Macaulay Honors College in their New Media Lab, run by industry professional Robert Small, is set up to train and introduce students to the various disciplines within the digital content industry. The goal is to offer information and access to professional work opportunities. They also explore within an incubator how to create businesses and start ups within the world of digital content. There are many educational events in support of choosing digital content as a career. === Government support === The Irish government adopted a "Strategy for the Digital Content Industry in Ireland" in 2002.
Depth peeling
In computer graphics, depth peeling is an exact multipass method of order-independent transparency that extracts transparent fragments into depth layers and composites those layers in depth order. Depth peeling has the advantage of being able to generate correct results even for complex images containing intersecting transparent objects. == Method == Depth peeling works by rendering the image multiple times. Depth peeling uses two Z buffers, one that works conventionally, and one that is not modified, and sets the minimum distance at which a fragment can be drawn without being discarded. For each pass, the previous pass' conventional Z-buffer is used as the minimal Z-buffer, so each pass removes already-captured nearer fragments and draws the next depth layer behind them. The resulting images can then be composited in depth order to form a single image. A major drawback of classical depth peeling is performance: it requires one geometry pass per peeled layer, so scenes with high depth complexity require many passes that each re-rasterize the transparent geometry. Later variants reduce the number of passes by peeling multiple layers or both front and back layers in a pass. Dual depth peeling reduces the geometry-pass count from N to N/2+1 by peeling one layer from the front and one from the back in each pass, while multi-layer depth peeling peels several layers per pass and reported up to an 8x speed-up in RGBA8 settings.
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.