Scanimate is an analog computer animation (video synthesizer) system created by Lee Harrison III of Denver, Colorado. Harrison had developed its predecessor, ANIMAC, which generated used a motion capture system, based on a body suit with potentiometers. In contrast, Scanimate included TV technology. Scanimate's successor was called Caesar, and used a digital computer to control the analog system. The eight Scanimate systems were used to produce much of the video-based animation seen on television between most of the 1970s and early 1980s in commercials, promotions, and show openings. One of the major advantages the Scanimate system had over film-based animation and computer animation was the ability to create animations in real time. The speed with which animation could be produced on the system because of this, as well as its range of possible effects, helped it to supersede film-based animation techniques for television graphics. By the mid-1980s, it was superseded by digital computer animation, which produced sharper images and more sophisticated 3D imagery. Animations created on Scanimate and similar analog computer animation systems have a number of characteristic features that distinguish them from film-based animation: the motion is extremely fluid, using all 60 fields per second (in NTSC format video) or 50 fields (in PAL format video) rather than the 24 frames per second that film uses; the colors are much brighter and more saturated; and the images have a very "electronic" look that results from the direct manipulation of video signals through which the Scanimate produces the images. == How it works == A special high-resolution (around 945 lines) monochrome camera records high-contrast artwork. The image is then displayed on a high-resolution screen. Unlike a normal monitor, its deflection signals are passed through a special analog computer that enables the operator to bend the image in a variety of ways. The image is then shot from the screen by either a film camera or a video camera. In the case of a video camera, this signal is then fed into a colorizer, a device that takes certain shades of grey and turns it into color as well as transparency. The idea behind this is that the output of the Scanimate itself is always monochrome. Another advantage of the colorizer is that it gives the operator the ability to continuously add layers of graphics. This makes possible the creation of very complex graphics. This is done by using two video recorders. The background is played by one recorder and then recorded by another one. This process is repeated for every layer. This requires very high-quality video recorders (such as both the Ampex VR-2000 or IVC's IVC-9000 of Scanimate's era, the IVC-9000 being used quite frequently for Scanimate composition due to its very high generational quality between re-recordings). == Current usage == Two of the Scanimates are still in use at ZFx studios in Asheville, North Carolina. The original "Black Swan" R&D machine has been updated with more modern power supplies and can produce material in standard or 1080P high definition video. The "white Pearl" machine is the last one produced and is being kept in its original configuration for historical purposes by David Sieg at ZFx inc. The machines are installed in a working production environment with Grass Valley switchers, Kaleidoscope digital video effects systems, and Accom digital disk recorders for layering. == Use in television, music and films == === Music videos === Let's Groove by Earth, Wind & Fire Get Down on It by Kool & the Gang Blame It on the Boogie by The Jacksons Knock on Wood by Amii Stewart Popcorn Love by New Edition === TV programs/movies === === TV channels/home video/TV productions ===
CinePlayer
CinePlayer is a software based media player used to review Digital Cinema Packages (DCP) without the need for a digital cinema server by Doremi Labs. CinePlayer can play back any DCP, not just those created by Doremi Mastering products. In addition to playing DCPs, CinePlayer can also playback JPEG2000 image sequences and many popular multimedia file types. There are two versions of CinePlayer available, standard and Pro. The standard version supports playback of non-encrypted, 2D DCP's up to 2K resolution. The Pro version supports playback of encrypted, 2D or 3D DCP's with subtitles up to 4K resolution. == Supported formats == === Containers === AVI MOV MXF MPG TS WMV M2TS MTS MP4 MKV === Video codecs === JPEG2000 ProRes 422 DNxHD YUV Uncompressed 8-10 bits DIVX XVID MPEG4 AVC / H-264 VC-1 MPEG2 === Supported image sequences === BMP TIFF TGA DPX JPG J2C === Supported audio files === WAV MP3 WMA MP2
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
Cambridge Semantics
Cambridge Semantics is a privately held company headquartered in Boston, Massachusetts with an office in San Diego, California. The company is an enterprise big data management and exploratory analytics software company. == History == Cambridge Semantics was founded in 2007 by Sean Martin, Lee Feigenbaum, Simon Martin, Rouben Meschian, Ben Szekely and Emmett Eldred who all previously worked at IBM's Advanced Technology Internet Group. In 2012, Cambridge Semantics appointed Chuck Pieper as chief executive. Pieper was previously at Credit Suisse. In January 2016, Cambridge Semantics acquired SPARQL City and its graph database intellectual property. On April 18, 2024, Altair Engineering acquired Cambridge Semantics. On 26 March 2025, Siemens announced the acquisition of Altair. == Products == Anzo Smart Data Lake uses Semantic Web Technologies. It allows IT departments and their business users to access data. AnzoGraph DB Graph database. AnzoGraph DB is a massively parallel processing (MPP) native graph database built for diverse data harmonization and analytics at scale (trillions of triples and more), speed and deep link insights. It is used for embedded analytics that require graph algorithms, graph views, named queries, aggregates, geospatial, built-in data science functions, data warehouse-style BI and reporting functions. It allows users to load and query RDF data using SPARQL or Cypher for OLAP-style analytics. == Marketing == Cambridge Semantics named SIIA Codie award 2018 finalist. Cambridge Semantics named 2018 Gold Stevie Award Winner for 'Big Data Solutions'. Cambridge Semantics named KMWorld’s 2018 ‘100 Companies That Matter in Knowledge Management’. Cambridge Semantics named to Database Trends and Applications' 'Trend-Setting Products in Data and Information Management for 2018'. Cambridge Semantics named to KMWorld Trend-Setting Products of 2017. Cambridge Semantics named to Database Trends and Applications 'DBTA 100: The Companies That Matter Most in Data'. Cambridge Semantics named SIIA Codie award 2017 winner for ‘Best Text Analytics and Semantic Technology Solution’. Cambridge Semantics named 2017 Silver Stevie Award Winner for 'Big Data Solutions'. Cambridge Semantics named KMWorld’s 2017 ‘100 Companies That Matter in Knowledge Management’. Cambridge Semantics named SIIA Codie award 2016 finalist. Cambridge Semantics named KMWorld’s 2016 ‘100 Companies That Matter in Knowledge Management’ and KMWorld Trend-Setting Products of 2015. Cambridge Semantics named 2016 Bio-IT World Best of Show People's Choice Award Contenders and 2015 Bio-IT best of show finalist. Anzo Insider Trading Investigation and Surveillance named 2015 CODiE Award finalist. Cambridge Semantics Selected as Finalist for 2014 MIT Sloan CIO Symposium's Innovation Showcase. Cambridge Semantics named SIIA CODiE Award 2014 finalist. Cambridge Semantics Win 2013 SIIA CODiE Award for best business intelligence and analytics solution. Cambridge Semantics wins KMWorld 2012 Promise Award. Cambridge Semantics wins Best of Show at 2012 Bio-IT World Conference.
IEBus
IEBus (Inter Equipment Bus) is a communication bus specification "between equipments within a vehicle or a chassis" of Renesas Electronics. It defines OSI model layer 1 and layer 2 specification. IEBus is mainly used for car audio and car navigations, which established de facto standard in Japan, though SAE J1850 is major in United States. IEBus is also used in some vending machines, which major customer is Fuji Electric. Each button on the vending machine has an IEBus ID, i.e. has a controller. Detailed specification is disclosed to licensees only, but protocol analyzers are provided from some test equipment vendors. Its modulation method is PWM (Pulse-Width Modulation) with 6.00 MHz base clock originally, but most of automotive customers use 6.291 MHz, and physical layer is a pair of differential signalling harness. Its physical layer adopts half-duplex, asynchronous, and multi-master communication with carrier-sense multiple access with collision detection (CSMA/CD) for medium access control. It allows for up to fifty units on one bus over a maximum length of 150 meters. Two differential signalling lines are used with Bus+ / Bus− naming, sometimes labeled as Data(+) / Data(−). It is sometimes described as "IE-BUS", "IE-Bus," or "IE Bus," but these are incorrect. In formal, it is "IEBus." IEBus® and Inter Equipment Bus® are registered trademark symbols of Renesas Electronics Corporation, formerly NEC Electronics Corporation, (JPO: Reg. No.2552418 and 2552419, respectively). == History == In the middle of '80s, semiconductor unit of NEC Corporation, currently Renesas Electronics, started the study for increasing demands for automotive audio systems. IEBus is introduced as a solution for the distributed control system. In the late 1980s, several similar specifications, including the Domestic Digital Bus (D2B), the Japanese Home Bus (HBS), and the European Home System (EHS) are proposed by different companies or organizations. These were once discussed as IEC 61030, but it was withdrawn in 2006. IEBus is also a similar specification (refer to "Transfer signal format" section), but not listed in these criteria. As the result, IEBus becomes a de facto standard of car audio in Japan. Regarding the Domestic Digital Bus (D2B), it is re-defined as D2B Optical by Mercedes-Benz independently. As for Japanese Home Bus System (HBS), it is defined in 1988 as Home Bus System Standard Specification, ET-2101 by JEITA and REEA (Radio Engineering & Electronics Assiation) in Japan. It is being used by several Japanese air conditioner manufacturers (for example, M-Net from Mitsubishi and the P1/P2 or F1/F2 bus from Daikin). Fujitsu provided HBPC (Home Bus Protocol Controller) chip as MB86046B. But it is unclear whether Fujitsu (currently, Cypress) still manufactures this HBPC LSI as of 2018. Mitsumi Electric provides the MM1007 and MM1192 driver ICs for HBS. The HBS specification is also discussed in the Echonet Consortium. In 2014, a utility model patent for protocol converter from HBS to RS-485 is granted in China as "CN204006496U." Regarding the replacement of IEBus, a paper by Hyundai Autonet, currently Hyundai Mobis, describes as follows. "In communication methods for digital input capable amplifiers, Inter Equipment Bus (IEBus) was used in early times, but for now, Controller Area Network (CAN) is mainly used." == Protocol overview == A master talks to a slave. Each unit has a master and a slave address register. Only one device can talk on the bus at any given time. There is a pecking order for the types of communications which will take precedence over another. Each communication from master to slave must be replied to by the slave going back to the master with acknowledge bits each of those show ACK or NAK. If the master does not receive the ACK within a predefined time allowance for a mode, it drops the communication and returns to its standby (listen) mode. Detailed specification of OSI model layer 2 is disclosed to licensees only, but protocol analyzers are provided from some test equipment vendors. In 2012, one of Chinese manufacturer's patent is granted as "CN202841169U". An open-source software emulator called "IEBus Studio" exists on a repository of SourceForge, but the last update was on 2008-02-24. Another open-source analyzer software called "IEBusAnalyzer" is available on GitHub repository. Some hobbyist made some tools also. === Physical layer (OSI model layer 1) specification overview === From μPD6708 data sheet. and μPD78098B Subseries user's manual, hardware. Communication system Half-duplex asynchronous communication Multi-master system All the units connected to the IEBus can transfer data to the other units. Broadcast communication function (communication between one unit and multiple units) Normally, communication is individually carried out from one unit to another. By using the broadcast communication function, however, communication can be executed from one unit to plural units as follows: Group broadcast communication: Broadcast communication to group units Simultaneous broadcast communication: Broadcast communication to all units Effective transmission rate The effective transmission rate can be selected from the following three communication modes: Mixture of the plural of modes in the same bus line is not allowed. Correct communication between different base clock is not possible. Access control CSMA/CD (Carrier Sense Multiple Access with Collision Detection) The priority of occupying IEBus is as follows: «1» Broadcast communication takes precedence over individual communication. «2» The lower the master address, the higher the priority. Communication scale Number of units: 50 MAX. Cable length: 150 m MAX. (when a twisted pair cable is used) Load capacity: MAX. 8000 pF; between Bus+ and Bus−, (6.000000 MHz base clock) MAX. 7100 pF; between Bus+ and Bus−, (6.291456 MHz base clock) Terminating resistor: 120 Ω Logic level Logic 1: Low level. Voltage difference between Bus+ and Bus− is under 20mV Logic 0: High Level. Voltage difference between Bus+ and Bus− is over 120mV In-phase input voltage high: Bus+ ≤ (VDD-1.0) V, Bus− ≥ 1.0 V === Transfer signal format === From μPD6708 data sheet. and μPD78098B Subseries user's manual, hardware. This frame format is much similar to that of Domestic Digital Bus (D2B). All fields are MSB first. ==== Functions of Control bits ==== === Bit format === Each IEBus bit consists of four periods. Preparation period: The first or subsequent low-level (logic "1") period Synchronization period: Next high-level (logic "0") period Data period: Period indicating value of bit; ether low-level (logic "1") or high-level (logic "0") Stop period: The last low-level (logic "1") period Synchronization is done by each bit. Time lengths of the synchronization period and data period are almost the same. The time of the entire bits' and each bit's specification, related to the time of each period allocated to it, differ depending both on the type of the transmit bit and on whether the unit is the master or a slave unit. == Automotive manufacturers using IEBus == Each manufacturer has its own name, but it is not an alias of IEBus. Those are specifications of wire harness which comprise control cables based on IEBus, OSI model layer 3 and above communication protocol, audio cables, interconnection couplers, and so on. === Pioneer === Pioneer Corporation employed IEBus for its original branded car audio in early '90s. In its earlier stage, it was used just for control bus between the head unit in dashboard and the CD changer usually placed in trunk room. Nowadays, the specification includes connection between head units, navigation systems, rear speaker systems, and so on. IP-Bus: Wire harness specification. === Toyota === Pioneer Corporation pushed Toyota Motor Corporation to adopt IEBus as the genuine parts. In 1994, Toyota decided to employ IEBus for its genuine specification, but it is slightly different from that of Pioneer. It is named as AVC-LAN. AVC-LAN: Wire harness specification, based on mode 2. === Honda/Acura === Pioneer Corporation also pushed Honda Motor. Honda also decided to adopt IEBus as its genuine parts specification just after Toyota do so. GA-NET II: Wire harness specification. Honda Music Link: Honda genuine gadget to connect Apple Inc. products. A hobbyist made touch screen controller on Acura TSX for a Car PC installed in the trunk. === Sirius XM Satellite Radio === Sirius XM Satellite Radio is a satellite broadcasting radio operator in US. Its digital media receiver equipment utilizes IEBus. == Evaluation boards == === SAKURA board === GR-SAKUKRA board and GR-SAKURA-FULL board are Renesas official promotion boards of RX63N chip, which enables IEBus mode 0 and 1, but not mode 2, i.e. not available for Toyota AVC-LAN. They are an Arduino pin compatible low-price ones, suitable for hobbyists. Their color of printed circuit board is SAKURA in Japanese, which means cherry blossom. To e
Halite AI Programming Competition
Halite is an open-source computer programming contest developed by the hedge fund/tech firm Two Sigma in partnership with a team at Cornell Tech. Programmers can see the game environment and learn everything they need to know about the game. Participants are asked to build bots in whichever language they choose to compete on a two-dimensional virtual battle field. == History == Benjamin Spector and Michael Truell created the first Halite competition in 2016, before partnering with Two Sigma later that year. === Halite I === Halite I asked participants to conquer territory on a grid. It launched in November 2016 and ended in February 2017. Halite I attracted about 1,500 players. === Halite II === Halite II was similar to Halite I, but with a space-war theme. It ran from October 2017 until January 2018. The second installment of the competition attracted about 6,000 individual players from more than 100 countries. Among the participants were professors, physicists and NASA engineers, as well as high school and university students. === Halite III === Halite III launched in mid-October 2018. It ran from October 2018 to January 2019, with an ocean themed playing field. Players were asked to collect and manage Halite, an energy resource. By the end of the competition, Halite III included more than 4000 players and 460 organizations. === Halite IV === Halite IV was hosted by Kaggle, and launched in mid-June 2020.
Copyright
A copyright is a type of intellectual property that gives its owner the exclusive legal right to copy, distribute, adapt, display, and perform a creative work, usually for a limited time. The creative work may be in a literary, artistic, educational, or musical form. Copyright is intended to protect the original expression of an idea in the form of a creative work, but not the idea itself. A copyright is subject to limitations based on public interest considerations, such as the fair use doctrine in the United States and fair dealing doctrine in the United Kingdom. Some jurisdictions require "fixing" copyrighted works in a tangible form. It is often shared among multiple authors, each of whom holds a set of rights to use or license the work, and who are commonly referred to as rights holders. These rights normally include reproduction, control over derivative works, distribution, public performance, and moral rights such as attribution. Copyrights can be granted by public law and are in that case considered "territorial rights". This means that copyrights granted by the law of a certain state do not extend beyond the territory of that specific jurisdiction. Copyrights of this type vary by country; many countries, and sometimes a large group of countries, have made agreements with other countries on procedures applicable when works "cross" national borders or national rights are inconsistent. Typically, the public law duration of a copyright expires 50 to 100 years after the creator dies, depending on the jurisdiction. Some countries require certain copyright formalities to establishing copyright, others recognize copyright in any completed work, without a formal registration. When the copyright of a work expires, it enters the public domain. == History == === Background === The concept of copyright developed after the printing press came into use in Europe in the 15th and 16th centuries. It was associated with a common law and rooted in the civil law system. The printing press made it much cheaper to produce works, but as there was initially no copyright law, anyone could buy or rent a press and print any text. Popular new works were immediately re-set and re-published by competitors, so printers needed a constant stream of new material. Fees paid to authors for new works were high and significantly supplemented the incomes of many academics. Printing brought profound social changes. The rise in literacy across Europe led to a dramatic increase in the demand for reading matter. Prices of reprints were low, so publications could be bought by poorer people, creating a mass audience. In German-language markets before the advent of copyright, technical materials, like academic papers and handbooks, were inexpensive and widely available; it has been suggested this contributed to Germany's industrial and economic success. === Conception === The concept of copyright first developed in England. In reaction to the printing of "scandalous books and pamphlets", the English Parliament passed the Licensing of the Press Act 1662, which required all intended publications to be registered with the government-approved Stationers' Company, giving the Stationers the right to regulate what material could be printed. The Statute of Anne, enacted in 1710 in England and Scotland, provided the first legislation to protect copyrights (but not authors' rights). The Copyright Act 1814 extended more rights for authors but did not protect British publications from being reprinted in the US. The Berne International Copyright Convention of 1886 finally provided protection for authors among the countries who signed the agreement, although the US did not join the Berne Convention until 1989. In the US, the Constitution grants Congress the right to establish copyright and patent laws. Shortly after the Constitution was passed, Congress enacted the Copyright Act of 1790, modeling it after the Statute of Anne. While the national law protected authors' published works, authority was granted to the states to protect authors' unpublished works. The most recent major overhaul of copyright in the US, the Copyright Act of 1976, extended federal copyright to works as soon as they are created and "fixed", without requiring publication or registration. State law continues to apply to unpublished works that are not otherwise copyrighted by federal law. This act also changed the calculation of copyright term from a fixed term (then a maximum of fifty-six years) to "life of the author plus 50 years". These changes brought the US closer to conformity with the Berne Convention, and in 1989 the United States further revised its copyright law and joined the Berne Convention officially. Copyright laws allow products of creative human activities, such as literary and artistic production, to be preferentially exploited and thus incentivized. Different cultural attitudes, social organizations, economic models and legal frameworks are seen to account for why copyright emerged in Europe and not, for example, in Asia. In the Middle Ages in Europe, there was generally a lack of any concept of literary property due to the general relations of production, the specific organization of literary production and the role of culture in society. The latter refers to the tendency of oral societies, such as that of Europe in the medieval period, to view knowledge as the product and expression of the collective, rather than to see it as individual property. However, with copyright laws, intellectual production comes to be seen as a product of an individual, with attendant rights. The most significant point is that patent and copyright laws support the expansion of the range of creative human activities that can be commodified. This parallels the ways in which capitalism led to the commodification of many aspects of social life that earlier had no monetary or economic value perse. Copyright has developed into a concept that has a significant effect on nearly every modern industry, including not just literary work, but also forms of creative work such as sound recordings, films, photographs, software, and architecture. === National copyrights === Often seen as the first real copyright law, the 1709 British Statute of Anne gave authors and the publishers to whom they did chose to license their works, the right to publish the author's creations for a fixed period, after which the copyright expired. It was "An Act for the Encouragement of Learning, by Vesting the Copies of Printed Books in the Authors or the Purchasers of such Copies, during the Times therein mentioned." The act also alluded to individual rights of the artist. It began: "Whereas Printers, Booksellers, and other Persons, have of late frequently taken the Liberty of Printing ... Books, and other Writings, without the Consent of the Authors ... to their very great Detriment, and too often to the Ruin of them and their Families:". A right to benefit financially from the work is articulated, and court rulings and legislation have recognized a right to control the work, such as ensuring that the integrity of it is preserved. An irrevocable right to be recognized as the work's creator appears in some countries' copyright laws. The Copyright Clause of the United States, Constitution (1787) authorized copyright legislation: "To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries." That is, by guaranteeing them a period of time in which they alone could profit from their works, they would be enabled and encouraged to invest the time required to create them, and this would be good for society as a whole. A right to profit from the work has been the philosophical underpinning for much legislation extending the duration of copyright, to the life of the creator and beyond, to their heirs. Yet scholars like Lawrence Lessig have argued that copyright terms have been extended beyond the scope imagined by the Framers. Lessig refers to the Copyright Clause as the "Progress Clause" to emphasize the social dimension of intellectual property rights. The original length of copyright in the United States was 14 years, and it had to be explicitly applied for. If the author wished, they could apply for a second 14‑year monopoly grant, but after that the work entered the public domain, so it could be used and built upon by others. === Continental law === In many jurisdictions of the European continent, comparable legal concepts to copyright did exist from the 16th century on but did change under Napoleonic rule into another legal concept: authors' rights or creator's right laws, from French: droits d'auteur and German Urheberrecht. In many modern-day publications the terms copyright and authors' rights are being mixed, or used as translations, but in a juridical sense the legal concepts do essentially differ. Authors' rights are, generally speaking,