AI Content Internet Study

AI Content Internet Study — independent reviews, comparisons, pricing and step-by-step guides on Aizhi.

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  Color histogram

  In image processing and photography, a color histogram is a representation of the distribution of colors in an image. For digital images, a color histogram represents the number of pixels that have colors in each of a fixed list of color ranges that span the image's color space (the set of all possible colors). A color histogram can be built for any kind of color space, although the term is more often used for three-dimensional spaces such as RGB or HSV. For monochromatic images, the term intensity histogram may be used instead. For multi-spectral images, where each pixel is represented by an arbitrary number of measurements (for example, beyond the three measurements in RGB), a color histogram is N-dimensional, with N being the number of measurements taken. Each measurement has its own wavelength range of the light spectrum, some of which may be outside the visible spectrum. If the set of possible color values is sufficiently small, each of those colors may be placed on a range by itself; then the histogram is merely the count of pixels that have each possible color. Most often, the space is divided into an appropriate number of ranges, often arranged as a regular grid, each containing many similar color values. A color histogram may also be represented and displayed as a smooth function defined over the color space that approximates the pixel counts. Like other kinds of histograms, a color histogram is a statistic that can be viewed as an approximation of an underlying continuous distribution of color values. == Overview == Color histograms are flexible constructs that can be built from images in various color spaces, whether RGB, rg chromaticity or any other color space of any dimension. A histogram of an image is produced first by discretization of the colors in the image into a number of bins, and counting the number of image pixels in each bin. For example, a red–blue chromaticity histogram can be formed by first normalizing color pixel values by dividing RGB values by R+G+B, then quantizing the normalized R and B coordinates into N bins each. A two-dimensional histogram of red–blue chromaticity divided into four bins (N=4) may yield a histogram similar to this table: A histogram can be N-dimensional. Although harder to display, a three-dimensional color histogram for the above example could be thought of as four separate red–blue histograms, where each of the four histograms contains the red–blue values for a bin of green (0–63, 64–127, 128–191, and 192–255). The histogram provides a compact summarization of the distribution of data in an image. A color histogram of an image is relatively invariant with translation and rotation about the viewing axis, and varies only slowly with the angle of view. By comparing histogram signatures of two images and matching the color content of one image with the other, a color histogram is particularly well suited for the problem of recognizing an object of unknown position and rotation within a scene. Importantly, translation of an RGB image into the illumination invariant rg-chromaticity space allows the histogram to operate well in varying light levels. 1. What is a histogram? A histogram is a graphical representation of the number of pixels in an image. In a more simple way to explain, a histogram is a bar graph, whose X-axis represents the tonal scale (black at the left and white at the right), and Y-axis represents the number of pixels in an image in a certain area of the tonal scale. For example, the graph of a luminance histogram shows the number of pixels for each brightness level (from black to white), and when there are more pixels, the peak at the certain luminance level is higher. 2. What is a color histogram? A color histogram of an image represents the distribution of the composition of colors in the image. It shows different types of colors appeared and the number of pixels in each type of the colors appeared. The relation between a color histogram and a luminance histogram is that a color histogram can be also expressed as “three luminance histograms”, each of which shows the brightness distribution of each individual red/green/blue color channel. == Characteristics of a color histogram == A color histogram focuses only on the proportion of the number of different types of colors, regardless of the spatial location of the colors. The values of a color histogram are from statistics. They show the statistical distribution of colors and the essential tone of an image. In general, as the color distributions of the foreground and background in an image are different, there might be a bimodal distribution in the histogram. For the luminance histogram alone, there is no perfect histogram and in general, the histogram can tell whether it is over-exposure or not, but there are times when you might think the image is over exposed by viewing the histogram; however, in reality it is not. == Principles of the formation of a color histogram == The formation of a color histogram is rather simple. From the definition above, we can simply count the number of pixels for each 256 scales in each of the 3 RGB channel, and plot them on 3 individual bar graphs. In general, a color histogram is based on a certain color space, such as RGB or HSV. When we compute the pixels of different colors in an image, if the color space is large, then we can first divide the color space into certain numbers of small intervals. Each of the intervals is called a bin. This process is called color quantization. Then, by counting the number of pixels in each of the bins, we get a color histogram of the image. The concrete steps of the principles can be viewed in Example 1. == Examples == === Example 1 === Given the following image of a cat (an original version and a version that has been reduced to 256 colors for easy histogram purposes), the following data represents a color histogram in the RGB color space, using four bins. Bin 0 corresponds to intensities 0–63 Bin 1 is 64–127 Bin 2 is 128–191 and Bin 3 is 192–255. === Example 2 === Application in camera: Nowadays, some cameras have the ability to show the 3 color histograms when we take photos. We can examine clips (spikes on either the black or white side of the scale) in each of the 3 RGB color histograms. If we find one or more clipping on a channel of the 3 RGB channels, then this would result in a loss of detail for that color. To illustrate this, consider this example: We know that each of the three R, G, B channels has a range of values from 0 to 255 (8 bit). So consider a photo that has a luminance range of 0–255. Assume the photo we take is made of 4 blocks that are adjacent to each other and we set the luminance scale for each of the 4 blocks of original photo to be 10, 100, 205, 245. Thus, the image looks like the topmost figure on the right. Then, we overexpose the photo a little, say, the luminance scale of each block is increased by 10. Thus, the luminance scale for each of the 4 blocks of new photo is 20, 110, 215, 255. Then, the image looks like the second figure on the right. There is not much difference between both figures, all we can see is that the whole image becomes brighter (the contrast for each of the blocks remain the same). Now, we overexpose the original photo again, this time the luminance scale of each block is increased by 50. Thus, the luminance scale for each of the 4 blocks of the new photo is 60, 150, 255, 255. The new image now looks like the third figure on the right. Note that the scale for the last block is 255 instead of 295, for 255 is the top scale and thus the last block has clipped. When this happens, we lose the contrast of the last 2 blocks, and thus we cannot recover the image no matter how we adjust it. To conclude, when taking photos with a camera that displays histograms, always keep the brightest tone in the image below the largest scale 255 on the histogram in order to avoid losing details. == Drawbacks and other approaches == The main drawback of histograms for classification is that the representation is dependent on the color of the object being studied, ignoring its shape and texture. Color histograms can potentially be identical for two images with different object content which happens to share color information. Conversely, without spatial or shape information, similar objects of different color may be indistinguishable based solely on color histogram comparisons. There is no way to distinguish a red and white cup from a red and white plate. Put it another way: histogram-based algorithms have no concept of a generic 'cup', and a model of a red and white cup is no use when given an otherwise identical blue and white cup. Another problem is that color histograms have high sensitivity to noisy interference such as lighting intensity changes and quantization errors. High dimensionality (bins) color histograms are also another issue. Some color histogram feature spaces often occupy more than one hundred di

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  IDN Times

  IDN Times is a digital multi-platform media outlet that provides news and entertainment for Millennials and Gen Z in Indonesia. IDN Times is one of IDN’s business units under the Digital Media pillar, founded by Winston Utomo and William Utomo on June 8, 2014. Currently, senior journalist Uni Zulfiani Lubis serves as the Editor-in-Chief of IDN Times. == History == IDN Times was initially known as Indonesian Times, a blog featuring articles written by Winston Utomo while he was working at Google Singapore. As interest and readership grew, Indonesian Times evolved into IDN Times, a digital multi-platform media company focused on delivering relevant content for Indonesia’s younger generations. == Bureau == IDN Times has a representative bureau that has spread over 12 provinces in Indonesia: == Events == === Indonesia Millennial and Gen Z Summit === The Indonesia Millennial and Gen-Z Summit (IMGS) is an annual event organized by IDN. This event aims to empower Indonesia’s younger generations through discussions and interdisciplinary collaborations. IMGS features inspirational figures, professionals, and leaders from various fields who share insights and drive positive change. The event hosts dozens of discussion sessions in collaboration with eight prominent communities. Topics covered include politics, economics, technology, and pop culture. === Indonesia Writers Festival === The Indonesia Writers Festival is an independent writing festival organized by IDN Times. The event seeks to empower Indonesians through writing by inviting experts and literacy activists from various backgrounds. == Duniaku.com == Duniaku.com is a multi-platform digital media part of IDN Times which presents content about geek culture ranging from video games, anime, comics, films, technology and gadgets. Duniaku.com was officially launched on September 6, 2019 by the Minister of Communication and Informatics Rudiantara together with CEO of IDN Media Winston Utomo and IDN Times and Editor-in-Chief of Duniaku.com Uni Lubis. == Awards == 2019 IDN won WAN-IFRA Asia Digital Media Awards 2019 as the Best Digital Project to Engage Younger and/or Millennial Audiences for IDN Times’ #MillennialsMemilih program 2020 IDN Times (IDN Times Community) won WAN-IFRA Asia Digital Media Awards 2019 in The Best in Audience Engagement category. 2021 IDN Times journalists won awards at the Subroto Award, Ministry of Energy and Mineral Resources (ESDM) on 28 September 2021. 2024 IDN Times won WAN-IFRA event at both the Asia and Global levels in Best Use of AI in Revenue Strategy. === #Interconnected22 by Pulitzer Center === One of the IDN Times journalists, Dhana Kencana, was the speaker at the #Interconnected22 conference held from June 9 to June 10, 2022, in Washington DC, United States of America. Dhana Kencana is also a grant recipient Pulitzer Center through the Rainforest Journalism Fund (RJF) program, a funding program for journalists that makes a number of coverage of the rainforest.

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  Nitro Zeus

  Nitro Zeus is the project name for a well funded comprehensive cyber attack plan created as a mitigation strategy after the Stuxnet malware campaign and its aftermath. Unlike Stuxnet, that was loaded onto a system after the design phase to affect its proper operation, Nitro Zeus's objectives are built into a system during the design phase unbeknownst to the system users. This built-in feature allows a more assured and effective cyber attack against the system's users. The information about its existence was raised during research and interviews carried out by Alex Gibney for his Zero Days documentary film. The proposed long term widespread infiltration of major Iranian systems would disrupt and degrade communications, power grid, and other vital systems as desired by the cyber attackers. This was to be achieved by electronic implants in Iranian computer networks. The project was seen as one pathway in alternatives to full-scale war.

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  Control communications

  In telecommunications, control communications is the branch of technology devoted to the design, development, and application of communications facilities used specifically for control purposes, such as for controlling (a) industrial processes, (b) movement of resources, (c) electric power generation, distribution, and utilization, (d) communications networks, and (e) transportation systems.

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  Attention (machine learning)

  In machine learning, attention is a method that determines the importance of each component in a sequence relative to the other components in that sequence. In natural language processing, importance is represented by "soft" weights assigned to each word in a sentence. More generally, attention encodes vectors called token embeddings across a fixed-width sequence that can range from tens to millions of tokens in size. Unlike "hard" weights, which are computed during the backwards training pass, "soft" weights exist only in the forward pass and therefore change with every step of the input. Earlier designs implemented the attention mechanism in a serial recurrent neural network (RNN) language translation system, but a more recent design, namely the transformer, removed the slower sequential RNN and relied more heavily on the faster parallel attention scheme. Inspired by ideas about attention in humans, the attention mechanism was developed to address the weaknesses of using information from the hidden layers of recurrent neural networks. Recurrent neural networks favor information contained in words at the end of a sentence and thus deemed more recent, thereby tending to attenuate the significance and associated predictive weight assigned to information earlier in the sentence. Attention allows a token equal access to any part of a sentence directly, rather than only through the previous state. == History == Additional surveys of the attention mechanism in deep learning are provided by Niu et al. and Soydaner. The major breakthrough came with self-attention, where each element in the input sequence attends to all others, enabling the model to capture global dependencies. This idea was central to the Transformer architecture, which replaced recurrence with attention mechanisms. As a result, Transformers became the foundation for models like BERT, T5 and generative pre-trained transformers (GPT). == Overview == The modern era of machine attention was revitalized by grafting an attention mechanism (Fig 1. orange) to an Encoder-Decoder. Figure 2 shows the internal step-by-step operation of the attention block (A) in Fig 1. === Interpreting attention weights === In translating between languages, alignment is the process of matching words from the source sentence to words of the translated sentence. Networks that perform verbatim translation without regard to word order would show the highest scores along the (dominant) diagonal of the matrix. The off-diagonal dominance shows that the attention mechanism is more nuanced. Consider an example of translating I love you to French. On the first pass through the decoder, 94% of the attention weight is on the first English word I, so the network offers the word je. On the second pass of the decoder, 88% of the attention weight is on the third English word you, so it offers t'. On the last pass, 95% of the attention weight is on the second English word love, so it offers aime. In the I love you example, the second word love is aligned with the third word aime. Stacking soft row vectors together for je, t', and aime yields an alignment matrix: Sometimes, alignment can be multiple-to-multiple. For example, the English phrase look it up corresponds to cherchez-le. Thus, "soft" attention weights work better than "hard" attention weights (setting one attention weight to 1, and the others to 0), as we would like the model to make a context vector consisting of a weighted sum of the hidden vectors, rather than "the best one", as there may not be a best hidden vector. == Variants == Many variants of attention implement soft weights, such as fast weight programmers, or fast weight controllers (1992). A "slow" neural network outputs the "fast" weights of another neural network through outer products. The slow network learns by gradient descent. It was later renamed as "linearized self-attention". Bahdanau-style attention, also referred to as additive attention, Luong-style attention, which is known as multiplicative attention, Early attention mechanisms similar to modern self-attention were proposed using recurrent neural networks. However, the highly parallelizable self-attention was introduced in 2017 and successfully used in the Transformer model, positional attention and factorized positional attention. For convolutional neural networks, attention mechanisms can be distinguished by the dimension on which they operate, namely: spatial attention, channel attention, or combinations. These variants recombine the encoder-side inputs to redistribute those effects to each target output. Often, a correlation-style matrix of dot products provides the re-weighting coefficients. In the figures below, W is the matrix of context attention weights, similar to the formula in Overview section above. == Optimizations == === Flash attention === The size of the attention matrix is proportional to the square of the number of input tokens. Therefore, when the input is long, calculating the attention matrix requires a lot of GPU memory. Flash attention is an implementation that reduces the memory needs and increases efficiency without sacrificing accuracy. It achieves this by partitioning the attention computation into smaller blocks that fit into the GPU's faster on-chip memory, reducing the need to store large intermediate matrices and thus lowering memory usage while increasing computational efficiency. === FlexAttention === FlexAttention is an attention kernel developed by Meta that allows users to modify attention scores prior to softmax and dynamically chooses the optimal attention algorithm. == Applications == Attention is widely used in natural language processing, computer vision, and speech recognition. In NLP, it improves context understanding in tasks like question answering and summarization. In vision, visual attention helps models focus on relevant image regions, enhancing object detection and image captioning. === Attention maps as explanations for vision transformers === From the original paper on vision transformers (ViT), visualizing attention scores as a heat map (called saliency maps or attention maps) has become an important and routine way to inspect the decision making process of ViT models. One can compute the attention maps with respect to any attention head at any layer, while the deeper layers tend to show more semantically meaningful visualization. Attention rollout is a recursive algorithm to combine attention scores across all layers, by computing the dot product of successive attention maps. Because vision transformers are typically trained in a self-supervised manner, attention maps are generally not class-sensitive. When a classification head is attached to the ViT backbone, class-discriminative attention maps (CDAM) combines attention maps and gradients with respect to the class [CLS] token. Some class-sensitive interpretability methods originally developed for convolutional neural networks can be also applied to ViT, such as GradCAM, which back-propagates the gradients to the outputs of the final attention layer. Using attention as basis of explanation for the transformers in language and vision is not without debate. While some pioneering papers analyzed and framed attention scores as explanations, higher attention scores do not always correlate with greater impact on model performances. == Mathematical representation == === Standard scaled dot-product attention === For matrices: Q ∈ R m × d k , K ∈ R n × d k {\displaystyle Q\in \mathbb {R} ^{m\times d_{k}},K\in \mathbb {R} ^{n\times d_{k}}} and V ∈ R n × d v {\displaystyle V\in \mathbb {R} ^{n\times d_{v}}} , the scaled dot-product, or QKV attention, is defined as: Attention ( Q , K , V ) = softmax ( Q K T d k ) V ∈ R m × d v {\displaystyle {\text{Attention}}(Q,K,V)={\text{softmax}}\left({\frac {QK^{T}}{\sqrt {d_{k}}}}\right)V\in \mathbb {R} ^{m\times d_{v}}} where T {\displaystyle {}^{T}} denotes transpose and the softmax function is applied independently to every row of its argument. The matrix Q {\displaystyle Q} contains m {\displaystyle m} queries, while matrices K , V {\displaystyle K,V} jointly contain an unordered set of n {\displaystyle n} key-value pairs. Value vectors in matrix V {\displaystyle V} are weighted using the weights resulting from the softmax operation, so that the rows of the m {\displaystyle m} -by- d v {\displaystyle d_{v}} output matrix are confined to the convex hull of the points in R d v {\displaystyle \mathbb {R} ^{d_{v}}} given by the rows of V {\displaystyle V} . To understand the permutation invariance and permutation equivariance properties of QKV attention, let A ∈ R m × m {\displaystyle A\in \mathbb {R} ^{m\times m}} and B ∈ R n × n {\displaystyle B\in \mathbb {R} ^{n\times n}} be permutation matrices; and D ∈ R m × n {\displaystyle D\in \mathbb {R} ^{m\times n}} an arbitrary matrix. The softmax function is permutation equivariant in the sense that: softmax ( A D B ) = A softmax ( D ) B {\displays

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  Europa-Lehrmittel

  The Verlag Europa-Lehrmittel Nourney, Vollmer GmbH & Co. KG (English: European educational media), based in Haan (district Gruiten) near Düsseldorf, Germany, develops educational media for vocational training and further education as used in vocational schools, universities, companies and further education institutions for industrial-technical, business, social, health as well as gastronomic professions. The contents are delivered in print as well as in digital formats, including offered as apps, simulations, software and through an exam preparation portal. The publisher has its own digital learning platform, the Europathek. General partner is Nourney, Vollmer & Co. GmbH, a school and specialist book publisher. == History == The publishing house was founded in Wuppertal in 1948, when the first books were published. In Eislingen/Fils a construction office was set up to create the technical drawings for the textbooks - today the drawing office of the publisher in Ostfildern. A little over 40 years later, in 1989, a new company building was built in Haan-Gruiten. In 1997, Europa-Lehrmittel acquired the Fachbuchverlag Pfanneberg with its program aimed at gastronomic professions. Further program expansions in vocational training were realized by adding titles of the publishing houses Lau, Gerber, Pluspunkt, parts of the Verlag Handwerk und Technik program and that of the Gildebuchverlag. In 2013, the scientific and technical university titles of Verlag Harri Deutsch were taken over, including the bestselling "Handbook of Mathematics" by Ilya Nikolaevich Bronstein and Konstantin Adolfovic Semendyayev. In addition, Europa-Lehrmittel's first exam apps appeared. In 2017, the publisher introduced its own digital learning platform named Europathek. The Prüfungsdoc (English: Examination Doc) platform, which enables targeted online preparation for exams, went online the same year. In 2018, the titles of the Düsseldorf publishing house SOL for self-organized learning were incorporated into Europa-Lehrmittel's program. == Program == The program meanwhile includes well over 2000 print and digital publications, including specialist titles on metal technology, automotive and electrical engineering (like "Tabellenbuch Metall" (English: Metal Book of Tables)), on business administration, as well as works for the gastronomic profession (e.g. "Der junge Koch" (English: The Young Cook)). Many titles also appear as licensed editions in over 20 different languages on all continents. All contents are presented in an annual catalog, on the website, in schools, in companies, and at trade fairs and congresses. The publisher is a member of the Deutscher Hauswirtschaftsrat. == Digital educational media == Europathek: In addition to digital books, Europathek also provides media packages, additional materials and e-learning contents. The online contents of the 'media shelf' can be used per web browser. There are also software versions and apps for offline use, with the help of which the obtained titles can be viewed after downloading. Prüfungsdoc (English: Examination Doc): Prüfungsdoc offers web-based learning, practice and repetition to prepare for the intermediate and final examinations. This includes simulations of the exams with direct evaluation of the results.

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  Ambient awareness

  Ambient awareness (AmA) is a term used by social scientists to describe a form of peripheral social awareness through social media. This awareness is propagated from relatively constant contact with one's friends and colleagues via social networking platforms on the Internet. The term essentially defines the sort of omnipresent knowledge one experiences by being a regular user of these media outlets that allow a constant connection with one's social circle. According to Clive Thompson of The New York Times, ambient awareness is "very much like being physically near someone and picking up on mood through the little things; body language, sighs, stray comments". Academic Andreas Kaplan defines ambient awareness as "awareness created through regular and constant reception, and/or exchange of information fragments through social media". Two friends who regularly follow one another's digital information can already be aware of each other's lives without actually being physically present to have had a conversation. == Social == Socially speaking, ambient awareness and social media are products of the new generations who are being born or growing up in the digital age, starting circa 1998 and running to current times. Social media is personal media (what you're doing in the moment, how you feel, a picture of where you are) combined with social communication. Social media is the lattice work for ambient awareness. Without social media the state of ambient awareness cannot exist. Artificial Social Networking Intelligence (ASNI) refers to the application of artificial intelligence within social networking services and social media platforms. It encompasses various technologies and techniques used to automate, personalize, enhance, improve, and synchronize user's interactions and experiences within social networks. ASNI is expected to evolve rapidly, influencing how we interact online and shaping their digital experiences. Transparency, ethical considerations, media influence bias, and user control over data will be crucial to ensure responsible development and positive impact. A significant feature of social media is that it is created by those who also consume it. Mostly, those participating in this phenomenon are adolescents, college age, or young adult professionals. According to Dr. Mimi Ito, a cultural anthropologist and Professor in Residence at the University of California at Irvine, the mobile device is the greatest proxy device used to create and distribute Social Media. She reportedly states that "teenagers capture and produce their own media, and stay in constant ambient contact with each other..." using mobile devices. Usually while doing this they are consuming other forms of media such as music or video content via their smart phones, tablets, or other similar devices. Effectively this has led social scientists to believe that learning and multitasking will have a new face as the products of the digital generation enter the work force and begin to integrate their learning methods into the standard preexisting business models of today. Professors Kaplan and Haenlein see ambient awareness as one of the major reasons for the success of such microblogging sites as Twitter. == Origins == The earliest available technology that could be used for constant social contact is the cell phone. For the first time, people could be contacted readily and at will beyond the confines of their work or homes. Then later, with the additional service of texting, one can see the somewhat primitive form of the status update. Since the text message only allows for 160 characters to transmit pertinent information it paved the way for the status update as we know it today. The transition from only having a few points of regular long distance contact, to being constantly available via cell phone, is what primed society for social networking websites. Perhaps the first instance where these websites created the possibility of larger scale ambient awareness was when Facebook installed the news feed. The news feed automatically sends compiled information on all of a users contacts activities directly to them so that they can access all of the happenings in their world from one location. For the first time, becoming someone's Facebook friend was the equivalent of subscribing to a feed of their daily minutiae. Since this innovation, a new wave of micro-blogging services have emerged, such as Twitter or Tumblr. Although these services have often been criticized as containing seemingly meaningless snippets of information, when a follower gathers a certain amount of information, they begin to obtain an ambient understanding of who they are following. This has led to the mass usage of social media as not only a social tool but also as a marketing and business tool. == Uses in marketing == Websites such as Twitter, YouTube, Facebook, and Myspace, among many others, have been used by people in all forms of business to create a closer digital/ambient bond with their clientele base. This is most notably seen in the music industry where social media networking has become the mainstay of all advertising for independent and major artists. The effect of this type of ambient marketing is that the consumer begins to get a sense of the artist's life style and personality. In this way social media outlets and ambient awareness have managed to tighten the gap between consumers and producers in all areas of business. == Uses in business processes == As web-based collaboration tools and social project management suites proliferate, the addition of activity streams to those products help to create business context-specific ambient awareness, and produce a new class of products, such as social project management platforms.

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  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.

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  Schema-agnostic databases

  Schema-agnostic databases or vocabulary-independent databases aim at supporting users to be abstracted from the representation of the data, supporting the automatic semantic matching between queries and databases. Schema-agnosticism is the property of a database of mapping a query issued with the user terminology and structure, automatically mapping it to the dataset vocabulary. The increase in the size and in the semantic heterogeneity of database schemas bring new requirements for users querying and searching structured data. At this scale it can become unfeasible for data consumers to be familiar with the representation of the data in order to query it. At the center of this discussion is the semantic gap between users and databases, which becomes more central as the scale and complexity of the data grows. == Description == The evolution of data environments towards the consumption of data from multiple data sources and the growth in the schema size, complexity, dynamicity and decentralisation (SCoDD) of schemas increases the complexity of contemporary data management. The SCoDD trend emerges as a central data management concern in Big Data scenarios, where users and applications have a demand for more complete data, produced by independent data sources, under different semantic assumptions and contexts of use, which is the typical scenario for Semantic Web Data applications. The evolution of databases in the direction of heterogeneous data environments strongly impacts the usability, semiotics and semantic assumptions behind existing data accessibility methods such as structured queries, keyword-based search and visual query systems. With schema-less databases containing potentially millions of dynamically changing attributes, it becomes unfeasible for some users to become aware of the 'schema' or vocabulary in order to query the database. At this scale, the effort in understanding the schema in order to build a structured query can become prohibitive. == Schema-agnostic queries == Schema-agnostic queries can be defined as query approaches over structured databases which allow users satisfying complex information needs without the understanding of the representation (schema) of the database. Similarly, Tran et al. defines it as "search approaches, which do not require users to know the schema underlying the data". Approaches such as keyword-based search over databases allow users to query databases without employing structured queries. However, as discussed by Tran et al.: "From these points, users however have to do further navigation and exploration to address complex information needs. Unlike keyword search used on the Web, which focuses on simple needs, the keyword search elaborated here is used to obtain more complex results. Instead of a single set of resources, the goal is to compute complex sets of resources and their relations." The development of approaches to support natural language interfaces (NLI) over databases have aimed towards the goal of schema-agnostic queries. Complementarily, some approaches based on keyword search have targeted keyword-based queries which express more complex information needs. Other approaches have explored the construction of structured queries over databases where schema constraints can be relaxed. All these approaches (natural language, keyword-based search and structured queries) have targeted different degrees of sophistication in addressing the problem of supporting a flexible semantic matching between queries and data, which vary from the completely absence of the semantic concern to more principled semantic models. While the demand for schema-agnosticism has been an implicit requirement across semantic search and natural language query systems over structured data, it is not sufficiently individuated as a concept and as a necessary requirement for contemporary database management systems. Recent works have started to define and model the semantic aspects involved on schema-agnostic queries. === Schema-agnostic structured queries === Consist of schema-agnostic queries following the syntax of a structured standard (for example SQL, SPARQL). The syntax and semantics of operators are maintained, while different terminologies are used. ==== Example 1 ==== SELECT ?y { BillClinton hasDaughter ?x . ?x marriedTo ?y . } which maps to the following SPARQL query in the dataset vocabulary: ==== Example 2 ==== which maps to the following SPARQL query in the dataset vocabulary: === Schema-agnostic keyword queries === Consist of schema-agnostic queries using keyword queries. In this case the syntax and semantics of operators are different from the structured query syntax. ==== Example ==== "Bill Clinton daughter married to" "Books by William Goldman with more than 300 pages" == Semantic complexity == As of 2016 the concept of schema-agnostic queries has been developed primarily in academia. Most of schema-agnostic query systems have been investigated in the context of Natural Language Interfaces over databases or over the Semantic Web. These works explore the application of semantic parsing techniques over large, heterogeneous and schema-less databases. More recently, the individuation of the concept of schema-agnostic query systems and databases have appeared more explicitly within the literature. Freitas et al. provide a probabilistic model on the semantic complexity of mapping schema-agnostic queries.

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  HTTP compression

  HTTP compression is a capability that can be built into web servers and web clients to improve transfer speed and bandwidth utilization. HTTP data is compressed before it is sent from the server: compliant browsers will announce what methods are supported to the server before downloading the correct format; browsers that do not support compliant compression method will download uncompressed data. The most common compression schemes include gzip and Brotli; a full list of available schemes is maintained by the IANA. There are two different ways compression can be done in HTTP. At a lower level, a Transfer-Encoding header field may indicate the payload of an HTTP message is compressed. At a higher level, a Content-Encoding header field may indicate that a resource being transferred, cached, or otherwise referenced is compressed. Compression using Content-Encoding is more widely supported than Transfer-Encoding, and some browsers do not advertise support for Transfer-Encoding compression to avoid triggering bugs in servers. == Compression scheme negotiation == The negotiation is done in two steps, described in RFC 2616 and RFC 9110: 1. The web client advertises which compression schemes it supports by including a list of tokens in the HTTP request. For Content-Encoding, the list is in a field called Accept-Encoding; for Transfer-Encoding, the field is called TE. 2. If the server supports one or more compression schemes, the outgoing data may be compressed by one or more methods supported by both parties. If this is the case, the server will add a Content-Encoding or Transfer-Encoding field in the HTTP response with the used schemes, separated by commas. The web server is by no means obligated to use any compression method – this depends on the internal settings of the web server and also may depend on the internal architecture of the website in question. == Content-Encoding tokens == The official list of tokens available to servers and client is maintained by IANA, and it includes: br – Brotli, a compression algorithm specifically designed for HTTP content encoding, defined in RFC 7932 and implemented in all modern major browsers. compress – UNIX "compress" program method (historic; deprecated in most applications and replaced by gzip or deflate) deflate – compression based on the deflate algorithm (described in RFC 1951), a combination of the LZ77 algorithm and Huffman coding, wrapped inside the zlib data format (RFC 1950); exi – W3C Efficient XML Interchange gzip – GNU zip format (described in RFC 1952). Uses the deflate algorithm for compression, but the data format and the checksum algorithm differ from the "deflate" content-encoding. This method is the most broadly supported as of March 2011. identity – No transformation is used. This is the default value for content coding. pack200-gzip – Network Transfer Format for Java Archives zstd – Zstandard compression, defined in RFC 8478 In addition to these, a number of unofficial or non-standardized tokens are used in the wild by either servers or clients: bzip2 – compression based on the free bzip2 format, supported by lighttpd lzip – compression based on the free lzip format, supported by wget and Links lzma – compression based on (raw) LZMA is available in Opera 20, and in elinks via a compile-time option peerdist – Microsoft Peer Content Caching and Retrieval rsync – delta encoding in HTTP, implemented by a pair of rproxy proxies. xpress – Microsoft compression protocol used by Windows 8 and later for Windows Store application updates. LZ77-based compression optionally using a Huffman encoding. xz – LZMA2-based content compression, supported by a non-official Firefox patch; and fully implemented in mget since 2013-12-31. == Servers that support HTTP compression == SAP NetWeaver Microsoft IIS: built-in or using third-party module Apache HTTP Server, via mod_deflate (despite its name, only supporting gzip), and mod_brotli Hiawatha HTTP server: serves pre-compressed files Cherokee HTTP server, On the fly gzip and deflate compressions Oracle iPlanet Web Server Zeus Web Server lighttpd nginx – built-in Applications based on Tornado, if "compress_response" is set to True in the application settings (for versions prior to 4.0, set "gzip" to True) Jetty Server – built-into default static content serving and available via servlet filter configurations GeoServer Apache Tomcat IBM Websphere AOLserver Ruby Rack, via the Rack::Deflater middleware HAProxy Varnish – built-in. Works also with ESI Armeria – Serving pre-compressed files NaviServer – built-in, dynamic and static compression Caddy – built-in via encode Many content delivery networks also implement HTTP compression to improve speedy delivery of resources to end users. The compression in HTTP can also be achieved by using the functionality of server-side scripting languages like PHP, or programming languages like Java. Various online tools exist to verify a working implementation of HTTP compression. These online tools usually request multiple variants of a URL, each with different request headers (with varying Accept-Encoding content). HTTP compression is considered to be implemented correctly when the server returns a document in a compressed format. By comparing the sizes of the returned documents, the effective compression ratio can be calculated (even between different compression algorithms). == Problems preventing the use of HTTP compression == A 2009 article by Google engineers Arvind Jain and Jason Glasgow states that more than 99 person-years are wasted daily due to increase in page load time when users do not receive compressed content. This occurs when anti-virus software interferes with connections to force them to be uncompressed, where proxies are used (with overcautious web browsers), where servers are misconfigured, and where browser bugs stop compression being used. Internet Explorer 6, which drops to HTTP 1.0 (without features like compression or pipelining) when behind a proxy – a common configuration in corporate environments – was the mainstream browser most prone to failing back to uncompressed HTTP. Another problem found while deploying HTTP compression on large scale is due to the deflate encoding definition: while HTTP 1.1 defines the deflate encoding as data compressed with deflate (RFC 1951) inside a zlib formatted stream (RFC 1950), Microsoft server and client products historically implemented it as a "raw" deflated stream, making its deployment unreliable. For this reason, some software, including the Apache HTTP Server, only implements gzip encoding. == Security implications == Compression allows a form of chosen plaintext attack to be performed: if an attacker can inject any chosen content into the page, they can know whether the page contains their given content by observing the size increase of the encrypted stream. If the increase is smaller than expected for random injections, it means that the compressor has found a repeat in the text, i.e. the injected content overlaps the secret information. This is the idea behind CRIME. In 2012, a general attack against the use of data compression, called CRIME, was announced. While the CRIME attack could work effectively against a large number of protocols, including but not limited to TLS, and application-layer protocols such as SPDY or HTTP, only exploits against TLS and SPDY were demonstrated and largely mitigated in browsers and servers. The CRIME exploit against HTTP compression has not been mitigated at all, even though the authors of CRIME have warned that this vulnerability might be even more widespread than SPDY and TLS compression combined. In 2013, a new instance of the CRIME attack against HTTP compression, dubbed BREACH, was published. A BREACH attack can extract login tokens, email addresses or other sensitive information from TLS encrypted web traffic in as little as 30 seconds (depending on the number of bytes to be extracted), provided the attacker tricks the victim into visiting a malicious web link. All versions of TLS and SSL are at risk from BREACH regardless of the encryption algorithm or cipher used. Unlike previous instances of CRIME, which can be successfully defended against by turning off TLS compression or SPDY header compression, BREACH exploits HTTP compression which cannot realistically be turned off, as virtually all web servers rely upon it to improve data transmission speeds for users. As of 2016, the TIME attack and the HEIST attack are now public knowledge.

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  HtmlUnit

  HtmlUnit is a headless web browser written in Java. It allows high-level manipulation of websites from other Java code, including filling and submitting forms and clicking hyperlinks. It also provides access to the structure and the details within received web pages. HtmlUnit emulates parts of browser behaviour including the lower-level aspects of TCP/IP and HTTP. A sequence such as getPage(url), getLinkWith("Click here"), click() allows a user to navigate through hypertext and obtain web pages that include HTML, JavaScript, Ajax and cookies. This headless browser can deal with HTTPS security, basic HTTP authentication, automatic page redirection and other HTTP headers. It allows Java test code to examine returned pages either as text, an XML DOM, or as collections of forms, tables, and links. The goal is to simulate real browsers; namely Chrome, Firefox and Edge. The most common use of HtmlUnit is test automation of web pages, but sometimes it can be used for web scraping, or downloading website content. == Benefits == Provides high-level API, taking away lower-level details away from the user. Compared to other WebDriver implementations, HtmlUnitDriver is the fastest to implement. It can be configured to simulate a specific browser. == Drawbacks == Element layout and rendering can not be tested. The JavaScript support is not complete, which is one of the areas of ongoing enhancements. == Used technologies == W3C DOM HTTP connection, using Apache HttpComponents JavaScript, using forked Rhino HTML Parsing, NekoHTML CSS: using CSS Parser XPath support, using Xalan == Libraries using HtmlUnit == Selenium WebDriver Spring MVC Test Framework Google Web Toolkit tests WebTest Wetator

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  The Morning After (web series)

  The Morning After is a Hulu original web series that premiered on January 17, 2011, and ended April 24, 2014. It was produced by Hulu and Jace Hall's HDFilms, streaming Monday through Friday. The show originally featured Brian Kimmet and Ginger Gonzaga as hosts. Later shows used a rotation of hosts including Alison Haislip, Dave Holmes, Damien Fahey, Bradley Hasemeyer, Haley Mancini, Paul Nyhart, and Rachel Perry. The series advertises itself as "a smart, daily shot of pop culture to help Hulu users stay up to date" and typically highlights notable moments from television shows and current news in an entertaining fashion. In keeping with its focus on pop culture, The Morning After will sometimes stream an episode featuring past pop culture titled "From the Archives," such as its April Fools' Day episode. == History == While not the first original series to appear exclusively on Hulu, The Morning After is the company's first self-branded production. It was preceded by If I Can Dream, a reality series co-produced with 19 Entertainment and created by Simon Fuller. Hulu originated the idea in house, based on user feedback and observations from discussion boards hosted by the website. The concept was modeled after The Big Show with Olbermann and Patrick. The company sought out a production partner and ultimately chose Jace Hall and his team at HDFilms to executive produce. Initial stream of the series was held on January 17, 2011, and featured coverage of Piers Morgan, the Golden Globes, and The Bachelor. Senior VP of Content and Distribution Andy Forssell made the announcement for the show the same day. The show aired its last episode April 24, 2014. == Format == A typical episode usually begins with a cold open shared by the varying hosts listing the highlights to be covered. The topics focus on TV and Pop Culture Highlights from the previous night, with the intention of helping Hulu users digest hours of content in a matter of moments. The show has the hosts trade humorous remarks regarding the news and each other, taking turns reviewing the night's TV and injecting their own personality. The Morning After was named as an honoree by the Webbys on April 10, 2012, in the variety section of its online video category.

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  Data-centric AI

  Data-centric AI is an approach within artificial intelligence that emphasizes on improving the quality, consistency and representativeness of the data used to train machine learning models, rather than focusing primarily on optimizing model architectures or algorithms. This idea has gained traction as researchers and practitioners have come to believe that many performance limitations of machine learning systems stem from issues such as noisy labels, biased datasets, and lack of coverage in the data. Data-centric AI involves disciplined approach to data cleaning, augmentation, labeling, and governance that improves model performance and reliability in applications such as computer vision, natural language processing, and further.

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  Digital inclusion

  Digital inclusion involves the activities necessary to ensure equitable access to and use of information and communications technologies for participation in social and economic life including for education, social services, health, social, and community participation. Digital inclusion includes access to affordable broadband Internet services, Internet-enabled devices, access to digital literacy training, quality technical support, and applications and online content designed to enable and encourage self-sufficiency, participation, and collaboration. Related concepts include digital divide, digital exclusion and digital inequality, however digital inclusion focuses more on the strategies, policies, and programs required to address the digital divide. As many services have moved online and with the increasing use of telehealth to deliver primary care, particularly during the COVID-19 pandemic in 2020, digital inclusion, including digital literacy and internet access is increasingly regarded as a social determinant of health. Accessibility, relevance, and impact have been identified as essential elements of digital inclusion as it pertains to health information systems. "Digital inclusion is broadly defined as different strategies designed to ensure that all people have equal access, opportunities and skills to benefit from digital technologies and systems" (ITU, 2019, as cited in Carmi and Yates, 2020). Since 2020, there have been many technology companies that have begun implementing different features or roles within their companies to support breaking down the digital divide. For example, HP has announced the digital divide accelerator. This accelerator will support nonprofits in Greece, Indonesia, Nigeria, and Spain. The goal for this role is to help equip children and other people within the community to understand the skills needed to become a part of the digital community. == Background == With the increasing use of computers and the Internet in the 1990s and early 2000s concerns rose around digital equality, however this primarily focused on the physical access to technology. This gave rise to the concept of the digital divide which was originally developed to describe the growing disparity in Internet access between rural and urban areas of the United States of America. This gradually expanded to considerations of digital access between countries in what is termed the global digital divide, which mirrors many of the disparities seen within countries but on an international scale. However, with the adoption of digital technologies across most sectors of society, and the increasing diversity of technologies and programs, access and use of ICT became more complex and essential for many aspects of daily life. This led to new terminology and a second wave of research on digital inequality which has been identified as the (1) usage gap, (2) second level digital divide, (3) emerging digital differentiation, and (4) digital inclusion. == Strategies for digital inclusion == A review of the literature in 2019 found that while physical access to digital technologies and the internet continues to be a barrier to digital inclusion, digital ability and attitude were also potential barriers. Key strategies identified for improving digital inclusion are social support, direct user experience and collaborative learning/design. Education is a key aspect of digital inclusion as digital technologies have become a key means of engaging with all levels of the education system, requiring levels of digital competence for successful engagement with the curriculum. In addition lifelong learning is required as technologies, services and systems are changing constantly. Public libraries and community service providers play a key role in supporting digital inclusion through access to computers, internet connection and expertise and training. Designing for digital inclusion may also help with poor written literacy, which remains a barrier for 10% of the world's population. UNESCO has developed Guidelines for designing digital technologies in ways that could assist those who are illiterate. == Indigenous digital inclusion == Digital inclusion is a critical issue for many Indigenous communities across the globe, many of whom lack access to adequate resources. The Australian Government has set a National Closing the Gap target for Aboriginal and Torres Strait Islander people to have equal levels of digital inclusion by 2026. Many people on tribal land and in Native Hawaiian land struggle with the technology gap. The Native Entities Capacity and Planning Grant Program has $45.3 million available to help address these challenges and empower Indian Tribes, Alaska Native entities, and Native Hawaiian organizations. Some of the impacts so far are in the education and workforce development and healthcare access through telehealth.[13] == Measuring digital inclusion == The Australian Digital Inclusion Index (ADII) is a research project which has been tracking digital inclusion throughout Australia since 2016. It uses survey data to measure digital inclusion across three dimensions of access, affordability and digital ability. == The Future of Digital Inclusion == On February 16, 2021, a global dialogue within the United Nations (UN) took a look at the future of digital inclusion. Through the adoption of the 2030 UN Agenda for Sustainable Development, Member States made a commitment. They pledged to "leave no one behind." By 2030, the UN's goal is to close the digital divide by providing access to the Internet and mobile technologies for all nations and peoples and for all segments of society. The UN sees the crisis of too many people in our global society still living unconnected and how the digital divide remains a challenge that must be addressed. == Gaming == The Xbox Adaptive Controller is a groundbreaking example of digital inclusion, designed to make gaming more accessible to people with limited mobility. Developed by Microsoft, it features large programmable buttons and ports that connect to a wide range of external devices like switches, joysticks, and mounts, allowing users to customize their gaming experience based on their unique needs. By removing traditional physical barriers to gameplay, the Xbox Adaptive Controller empowers more people to participate in digital entertainment, promotes equal access to technology, and fosters a more inclusive gaming community. == Digital inclusion advocacy groups == Australian Digital Inclusion Alliance National Digital Inclusion Alliance (US)

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  Vinyl cutter

  A vinyl cutter is an entry-level machine for making signs. Computer-designed vector files with patterns and letters are directly cut on the roll of vinyl which is mounted and fed into the vinyl cutter through USB or serial cable. Vinyl cutters are mainly used to make signs, banners and advertisements. Advertisements seen on automobiles and vans are often made with vinyl cut letters. While these machines were designed for cutting vinyl, they can also cut through computer and specialty papers, as well as thicker items like thin sheets of magnet. In addition to sign business, vinyl cutters are commonly used for apparel decoration. To decorate apparel, a vector design needs to be cut in mirror image, weeded, and then heat applied using a commercial heat press or a hand iron for home use. Some businesses use their vinyl cutter to produce both signs and custom apparel. Many crafters also have vinyl cutters for home use. These require little maintenance, and the vinyl can be bought in bulk relatively cheaply. Vinyl cutters are also often used by stencil artists to create single use or reusable stencil art and lettering == How it works == A vinyl cutter is a type of computer-controlled machine tool. The computer controls the movement of a sharp blade over the surface of the material as it would the nozzles of an ink-jet printer. This blade is used to cut out shapes and letters from sheets of thin self-adhesive plastic (vinyl). The vinyl can then be stuck to a variety of surfaces depending on the adhesive and type of material. To cut out a design, a vector-based image must be created using vector drawing software. Some vinyl cutters are marketed to small in-home businesses and require download and use of a proprietary editing software. The design is then sent to the cutter where it cuts along the vector paths laid out in the design. The cutter is capable of moving the blade on an X and Y axis over the material, cutting it into the required shapes. The vinyl material comes in long rolls allowing projects with significant length like banners or billboards to be easily cut. A major limitation with vinyl cutters is that they can only cut shapes from solid colours of vinyl, paper, card or thin plastic sheets such as Mylar. The type and thickness of material will vary for each cutter and how much downforce the cutter is capable of. If the material has no backing, a backing sheet, material or cutting mat and a temporary adhesive are needed to allow the cutter to cut through the material. A design with multiple colours must have each colour cut separately and then layered on top of each other as it is applied to the substrate. This is a process that is often applied in stencil art. Also, since the shapes are cut out of solid colours, photographs and gradients cannot be reproduced with a stand-alone cutter. === Design creation === Designs are created using vector-based software like Adobe Illustrator, FlexiSign, EasyCutPro, or other software. Vector artwork is either drawn with lines, shapes and text or images are vectorized thus create vector shapes. Most cutters (also called plotters) require special software to load/edit the artwork and communicate with the cutter. Computer designed images are loaded onto the vinyl cutter via a wired connection or over a wireless protocol. Then the vinyl is loaded into the machine where it is automatically fed through and cut to follow the set design. The vinyl can be placed on an adhesive mat to stabilize the vinyl when cutting smaller designs. === Types of vinyl === Adhesive vinyl is the type of vinyl used for store windows, car decals, signage, and more. Adhesive vinyl is applied with a transfer medium often called "transfer tape" or "carrier sheet". Heat transfer vinyl is the type of vinyl used to apply a design to fabric including t-shirts, tea towels, canvas bags, and more. Heat Transfer vinyl can be applied using a heat press or an iron, though the constant pressure and heat from a heat press is recommended by experts. === Using other materials === In addition to vinyl some cutters are capable of cutting other materials such as paper, card, plastic sheets and even thin wood. The thickness and type of material that can be cut will depend on the model of the cutter and heavily depends on the downforce. Cricut is a popular home cutter used by arts and craft enthusiasts since it allows for a wide use of different materials and is similar in size to a household printer and has strong downforce for its size. === Backing and cutting mat === If you cut material that doesn't have an adhesive backing you will require a cutting mat that you need to attach your material to. Some cutting mats are sticky, others will require you to use a temporary adhesive and/or masking tape to keep the material in place when cutting. === Cutting === The vinyl cutter uses a small knife or blade to precisely cut the outline of figures into a sheet or piece of vinyl, but not the release liner. The process of cutting vinyl material without penetrating it completely is referred to as "kiss cutting". The knife moves side to side and turns, while the vinyl is moved beneath the knife. The results from the cut process is an image cut into the material. === Weeding === The material is then 'weeded' where the excess parts of the figures are removed from the release liner. It is possible to remove the positive parts, which would give a negative decal, or remove the negative parts, giving a positive decal. Removing the figure would be like removing the positive, giving a negative image of the figures. === Transfer tape === A sheet of transfer tape with an adhesive backing is laid on the weeded vinyl when necessary. Heat Transfer vinyl often does not require use of a separate transfer tape. A roller is applied to the tape, causing it to adhere to the vinyl. The transfer tape and the weeded vinyl is pulled off the release liner, and applied to a substrate, such as a sheet of aluminium. This results in an aluminium sign with vinyl figures. == Uses == In addition to the capabilities of the cutter itself, adhesive vinyl comes in a wide variety of colors and materials including gold and silver foil, vinyl that simulates frosted glass, holographic vinyl, reflective vinyl, thermal transfer material, and even clear vinyl embedded with gold leaf. (Often used in the lettering on fire trucks and rescue vehicles.) As the vinyl film is supplied by the manufacturer, it comes attached to a release liner. == Challenges when cutting on a vinyl cutter == Cutting on a vinyl cutter requires careful calibration to achieve clean and accurate results, especially when the goal is to cut through only the top layer of material while leaving the backing intact. One of the most common challenges is setting the correct cutting depth. If the blade is not lowered enough, the vinyl material may not separate properly; if it goes too deep, it can cut through the backing layer and potentially damage the cutting mat. The cutting depth on the vinyl cutter machines typically does not exceed 1 mm. Another frequent issue is the mismatch between the blade and the type of material being processed. Using an inappropriate blade can lead to uneven cuts, premature dulling of the edge, and torn or frayed material. The overall quality of the output also depends on factors such as the cutting speed, blade sharpening and cutting angle, and the material the knife is made of.

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