Coolgorilla was one of the earliest software developers that created 3rd party native applications for Apple iPod devices. Coolgorilla was an early adopter of using a sponsorship business model to enable mobile applications to be given away freely. Coolgorilla developed a series of Talking Phrasebooks for iPods in 2006. They partnered with online travel company lastminute.com who sponsored the applications enabling them to be made available to download completely free of charge. As mobile devices became more sophisticated, Coolgorilla developed the Talking Phrasebooks for Sony Ericsson and Nokia Mobile Devices which at the time were considerably noteworthy since the applications used real voice audio translations. With Apple's introduction of the iPhone in 2007, Coolgorilla developed a Web App before having four of the iPhone Talking Phrasebooks available to download from Apple's App Store on the day it opened in 2008. == Almanac in Chronological Order == On 23 December 2005, CoolGorilla, a new start-up, launched a trivia game for the iPod. It was titled "Rock and Pop Quiz". It was a quiz game that tested users' knowledge on bands such as U2, Metallica, Beyonce, and the Beatles. The quiz contained twenty megabytes of audible trivia questions. The free game was compatible with 3rd, 4th and 5th generation iPods, iPod mini and nano. In March 2006, Coolgorilla released "Movie Quiz for iPods" with a price of $5. It was an audio game narrated by New York's DJ Thomas, a radio and television host, voice over artist and event Master of Ceremonies. There were questions on Star Wars, Spiderman, The Godfather, Pulp Fiction, The Matrix, James Bond, and others. The user could keep track of their score. The game included a secret code for players who answered all questions correctly which enabled users to enter their name on the Coolgorilla Hall of Fame. In May 2006, Coolgorilla launched a World Cup Encyclopedia which was released prior to the 2006 FIFA World Cup. It had information on the World Cup schedule, details of every player from every team, every score from every world cup game ever played, stadium details, and manager profiles. It was a free download. In June 2006, Coolgorilla released a series of iPod Phrasebooks in German, Greek, French and Spanish. They were sponsored by lastminute.com and were free. The phrasebooks included common words and phrases for tourists with 750 sound files. They were accessed through the iPod's Notes feature. In April 2007, Coolgorilla released a downloadable version of the Talking Phrasebooks for Nokia and Sony Ericsson mobile devices. French, Spanish, German, Greek, Italian, and Portuguese were produced. The application provided real voice translations. They initially sold for £3 but 3 months later were offered for free. The branding was lastminute.com branding. Apple's iPhone was released at the end of June 2007. Soon after, Coolgorilla released an online all-in-one version of their Talking Phrasebooks for iPhone (Web App). The Phrasebooks were made available online in the form of a web app as iPhone did not yet allow for the download of additional apps. The app provided both text and audio translations in French, Spanish, Portuguese, Italian, German, and Greek. The iPhone translated the phrases using the recordings of real, native voice-over artists. A text translation on screen was also displayed. Apple's App Store opened in July 2008 with approximately 500 native apps available. Four of these Apps were Coolgorilla's Talking Phrasebooks for iPhone (Native Apps). There was French, German, Italian, and Spanish. These Apps carried lastminute.com branding and were available for free download. In the first three weeks following their release, the phrasebooks had over 350,000 downloads. Subsequently, Dutch, Arabic, Mandarin and Cantonese were also released. In October 2008, Coolgorilla released an iPhone London Travel Guide. Coolgorilla featured on NBC News in August 2009. In 2010, FIAT used the Italian Phrasebook to help promote the release of their FIAT 500 in the US. There has been no further activity since.
Statistical shape analysis
Statistical shape analysis is an analysis of the geometrical properties of some given set of shapes by statistical methods. For instance, it could be used to quantify differences between male and female gorilla skull shapes, normal and pathological bone shapes, leaf outlines with and without herbivory by insects, etc. Important aspects of shape analysis are to obtain a measure of distance between shapes, to estimate mean shapes from (possibly random) samples, to estimate shape variability within samples, to perform clustering and to test for differences between shapes. One of the main methods used is principal component analysis (PCA). Statistical shape analysis has applications in various fields, including medical imaging, computer vision, computational anatomy, sensor measurement, and geographical profiling. == Landmark-based techniques == In the point distribution model, a shape is determined by a finite set of coordinate points, known as landmark points. These landmark points often correspond to important identifiable features such as the corners of the eyes. Once the points are collected some form of registration is undertaken. This can be a baseline methods used by Fred Bookstein for geometric morphometrics in anthropology. Or an approach like Procrustes analysis which finds an average shape. David George Kendall investigated the statistical distribution of the shape of triangles, and represented each triangle by a point on a sphere. He used this distribution on the sphere to investigate ley lines and whether three stones were more likely to be co-linear than might be expected. Statistical distribution like the Kent distribution can be used to analyse the distribution of such spaces. Alternatively, shapes can be represented by curves or surfaces representing their contours, by the spatial region they occupy. == Shape deformations == Differences between shapes can be quantified by investigating deformations transforming one shape into another. In particular a diffeomorphism preserves smoothness in the deformation. This was pioneered in D'Arcy Thompson's On Growth and Form before the advent of computers. Deformations can be interpreted as resulting from a force applied to the shape. Mathematically, a deformation is defined as a mapping from a shape x to a shape y by a transformation function Φ {\displaystyle \Phi } , i.e., y = Φ ( x ) {\displaystyle y=\Phi (x)} . Given a notion of size of deformations, the distance between two shapes can be defined as the size of the smallest deformation between these shapes. Diffeomorphometry is the focus on comparison of shapes and forms with a metric structure based on diffeomorphisms, and is central to the field of Computational anatomy. Diffeomorphic registration, introduced in the 90's, is now an important player with existing codes bases organized around ANTS, DARTEL, DEMONS, LDDMM, StationaryLDDMM, and FastLDDMM are examples of actively used computational codes for constructing correspondences between coordinate systems based on sparse features and dense images. Voxel-based morphometry (VBM) is an important technology built on many of these principles. Methods based on diffeomorphic flows are also used. For example, deformations could be diffeomorphisms of the ambient space, resulting in the LDDMM (Large Deformation Diffeomorphic Metric Mapping) framework for shape comparison.
Content management
Content management (CM) are a set of processes and technologies that support the collection, managing, and publishing of information in any form or medium. When stored and accessed via computers, this information may be more specifically referred to as digital content, or simply as content. Digital content may take the form of text (such as electronic documents), images, multimedia files (such as audio or video files), or any other file type that follows a content lifecycle requiring management. The process of content development and management is complex enough that various commercial software vendors (large and small), such as Interwoven and Microsoft, offer content management software to control and automate significant aspects of the content lifecycle. == Process == Content management practices and goals vary by mission and by organizational governance structure. News organizations, e-commerce websites, and educational institutions all use content management, but in different ways. This leads to differences in terminology and in the names and number of steps in the process. For example, some digital content is created by one or more authors. Over time that content may be edited. One or more individuals may provide some editorial oversight, approving the content for publication. Publishing may take many forms: it may be the act of "pushing" content out to others, or simply granting digital access rights to certain content to one or more individuals. Later that content may be superseded by another version of the content and thus retired or removed from use (as when this wiki page is modified). Content management is an inherently collaborative process. It often consists of the following basic roles and responsibilities: Creator – responsible for creating and editing content. Editor – responsible for tuning the content message and the style of delivery, including translation and localization. Publisher – responsible for releasing the content for use. Administrator – responsible for managing access permissions to folders, collections and files, usually accomplished by assigning access rights to user groups or roles. Admins may also assist and support users in various ways. Consumer, viewer or guest – the person who reads or otherwise consumes the content after it is published or shared. A critical aspect of content management is the ability to manage versions of content as it evolves (see also version control). Authors and editors often need to restore older versions of edited products due to a process failure or an undesirable series of edits. Time-sensitive content may also require updates as the subject matter evolves over time. Another equally important aspect of content management involves the creation, maintenance, and application of review standards. Each member of the content creation and review process has a unique role and set of responsibilities in the development or publication of the content. Each review team member requires clear and concise review standards. These must be maintained on an ongoing basis to ensure the long-term consistency and health of the knowledge base. A content management system is a set of automated processes that may support the following features: Import and creation of documents and multimedia material Identification of all key users and their roles The ability to assign roles and responsibilities to different instances of content categories or types Definition of workflow tasks often coupled with messaging so that content managers are alerted to changes in content The ability to track and manage multiple versions of a single instance of content The ability to publish the content to a repository to support access The ability to personalize content based on a set of rules Increasingly, the repository is an inherent part of the system, and incorporates enterprise search and retrieval. Content management systems take the following forms: Web content management system—software for web site management (often what content management implicitly means) Output of a newspaper editorial staff organization Workflow for article publication Document management systems Knowledge management software Single source content management system—content stored in chunks within a relational database Variant management system—where personnel tag source content (usually text and graphics) to represent variants stored as single source "master" content modules, resolved to the desired variant at publication (for example: automobile owners manual content for 12 model years stored as single master content files and "called" by model year as needed)—often used in concert with database chunk storage (see above) for large content objects == Governance structures == Content management expert Marc Feldman defines three primary content management governance structures: localized, centralized, and federated—each having its unique strengths and weaknesses. === Localized governance === By putting control in the hands of those closest to the content, the context experts, localized governance models empower and unleash creativity. These benefits come, however, at the cost of a partial-to-total loss of managerial control and oversight. === Centralized governance === When the levers of control are strongly centralized, content management systems are capable of delivering an exceptionally clear and unified brand message. Moreover, centralized content management governance structures allow for a large number of cost-savings opportunities in large enterprises, realized, for example, through (1) the avoidance of duplicated efforts in creating, editing, formatting, repurposing and archiving content; (2) process management and the streamlining of all content related labor; and/or (3) an orderly deployment or updating of the content management system. === Federated governance === Federated governance models potentially realize the benefits of both localized and centralized control while avoiding the weaknesses of both. While content management software systems are inherently structured to enable federated governance models, realizing these benefits can be difficult because it requires, for example, negotiating the boundaries of control with local managers and content creators. In the case of larger enterprises, in particular, the failure to fully implement or realize a federated governance structure equates to a failure to realize the full return on investment and cost savings that content management systems enable. == Implementation == Content management implementations must be able to manage content distributions and digital rights in content life cycle. Content management systems are usually involved with digital rights management in order to control user access and digital rights. In this step, the read-only structures of digital rights management systems force some limitations on content management, as they do not allow authors to change protected content in their life cycle. Creating new content using managed (protected) content is also an issue that gets protected contents out of management controlling systems. A few content management implementations cover all these issues.
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
G.9963
Recommendation G.9963 is a home networking standard under development at the International Telecommunication Union standards sector, the ITU-T. It was begun in 2010 by ITU-T to add multiple-input and multiple-output (known as MIMO) capabilities to the G.hn standard originally defined in Recommendation G.9960. The standard is also known as "G.hn-mimo". As part of the family of G.hn standards, G.9963 was endorsed by the HomeGrid Forum.
List of color palettes
The following is a list that contains color palettes for notable computer graphics, terminals and video game consoles. Only a simulated image using a palette and its name are given. Main articles are linked from the name of each palette, test charts, sample colours, simulated images, and further technical details (including references). During older eras of computing, manufacturers developed many different display systems often in a competitive, non-collaborative basis (with a few exceptions in the VESA consortium), creating many proprietary, non-standard different instances of display hardware. Often, as with early personal and home computers, a given machine employed its unique display subsystem, also with its unique color palette. Furthermore, software developers had made use of the color abilities of distinct display systems in many different ways. The result is that there is no single common standard nomenclature or classification taxonomy which can encompass every computer color palette. In order to organize the material, color palettes have been grouped following certain criteria. First, generic monochrome and full RGB repertories common to various computer display systems are listed. Then, usual color repertories used for display systems that employ indexed color techniques. And finally, specific manufacturers' color palettes implemented in many representative early personal computers and video game consoles of various brands. The list for personal computer palettes is split into two categories: 8-bit and 16-bit machines. This is not intended as a true strict categorization of such machines, because mixed architectures also exist (16-bit processors with an 8-bit data bus or 32-bit processors with a 16-bit data bus, among others). The distinction is based more on broad 8-bit and 16-bit computer ages or generations (around 1975–1985 and 1985–1995, respectively) and their associated state of the art in color display capabilities. The following is the common color test chart and sample image used to render each palette in this list: See further details in the summary paragraph of the corresponding article. == List of monochrome and RGB palettes == In this article, the term monochrome palette means a set of intensities for a monochrome display, and the term RGB palette is defined as the complete set of combinations a given RGB display can offer by mixing all the possible intensities of the red, green, and blue primaries available in its hardware. These are generic complete repertories of colors to produce black and white and RGB color pictures by the display hardware, not necessarily the total number of such colors that can be simultaneously displayed in a given text or graphic mode of any machine. RGB is the most common method to produce colors for displays; so these complete RGB color repertories have every possible combination of R-G-B triplets within any given maximum number of levels per component. For specific hardware and different methods to produce colors than RGB, see the List of computer hardware palettes and the List of video game consoles sections. For various software arrangements and sorts of colors, including other possible full RGB arrangements within 8-bit depth displays, see the List of software palettes section. === Monochrome palettes === These palettes only have shades of gray. === Dichrome palettes === Each permuted pair of red, green, and blue (16-bit color palette, with 65,536 colors). For example, "additive red green" has zero blue and "subtractive red green" has full blue. === Regular RGB palettes === These full RGB palettes employ the same number of bits to store the relative intensity for the red, green and blue components of every image's pixel color. Thus, they have the same number of levels per channel and the total number of possible colors is always the cube of a power of two. It should be understood that 'when developed' many of these formats were directly related to the size of some host computers 'natural word length' in bytes—the amount of memory in bits held by a single memory address such that the CPU can grab or put it in one operation. === Non-regular RGB palettes === These are also RGB palettes, in the sense defined above (except for 4-bit RGBI, which has an intensity bit that affects all channels at once), but either they do not have the same number of levels for each primary channel, or the numbers are not powers of two, so are not represented as separate bit fields. All of these have been used in popular personal computers. == List of software palettes == Systems that use a 4-bit or 8-bit pixel depth can display up to 16 or 256 colors simultaneously. Many personal computers in the later 1980s and early 1990s displayed at most 256 different colors, freely selected by software (either by the user or by a program) from their wider hardware's color palette. Usual selections of colors in limited subsets (generally 16 or 256) of the full palette includes some RGB level arrangements commonly used with the 8 bpp palettes as master palettes or universal palettes (i.e., palettes for multipurpose uses). These are some representative software palettes, but any selection can be made in such types of systems. === System specific palettes === These are selections of colors officially employed as system palettes in some popular operating systems for personal computers that feature 8-bit displays. === RGB arrangements === These are selections of colors based on evenly ordered RGB levels, mainly used as master palettes to display any kind of image within the limitations of the 8-bit pixel depth. === Other common uses of software palettes === == List of computer hardware palettes == In old personal computers and terminals that offered color displays, some color palettes were chosen algorithmically to provide the most diverse set of colors for a given palette size, and others were chosen to assure the availability of certain colors. In many early home computers, especially when the palette choices were determined at the hardware level by resistor combinations, the palette was determined by the manufacturer. Many early models output composite video colors. When seen on TV devices, the perception of the colors may not correspond with the value levels for the color values employed (most noticeable with NTSC TV color system). For current RGB display systems for PCs (Super VGA, etc.), see the 16-bit RGB and 24-bit RGB for High Color (thousands) and True Color (millions of colors) modes. For video game consoles, see the List of video game consoles section. For every model, their main different graphical color modes are listed based exclusively in the way they handle colors on screen, not all their different screen modes. The list is organized roughly historically by video hardware, not by branch. They are listed according to the original model of each system, which means that extended versions, clones, and compatibles also support the original palette. === Terminals and 8-bit machines === === 16-bit machines === === Video game console palettes === Color palettes of some of the most popular video game consoles. The criteria are the same as those of the List of computer hardware palettes section.
Simply Local
Simply Local is a decentralized community social networking and neighborhood broadcasting service developed by Simply Local, based in New Delhi. The app is used as a tool by residents to bridge the information gap and know what is happening in the locality. Simply Local creates private geo-fenced networks for people living in an area and provides social and community related services within that network. The user doesn’t post to a single person but broadcasts to a chosen community. One of its primary purposes is also to connect citizens to their elected representatives. Each community is independent of the other and information shared remains telescoped to that particular community. The app has been designed to maintain privacy and security of users and provides decentralized social networking in the sense that it forms an owner-independent, micro community, which is not connected with the world outside. Simply Local is available on Android Play and iOS App Store. It is available in two languages - English and Hindi. Simply Local’s founder and CEO is Nikhil Bapna. == History == 2020 May: Included as a Top 5 Useful App by Zee News. 2020: Used to connect candidates with local residents during the Delhi assembly elections. 2019: Renamed from Gadfly to its current name. 2018: Used for Karnataka State Elections to get detailed information on candidates. 2017: Launched under the name Gadfly as a tool to connect citizens with their elected representatives.