AI Content Udemy

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

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  Kernel Assisted Superuser

  Kernel Assisted Superuser (short: KernelSU) is an alternative method for obtaining root privileges on Android devices. KernelSU implementations are developed as free and open-source software under the terms of the GPLv3 license. == Technical differences == KernelSU differs from other methods in that root access is implemented directly in the kernel. Compared to other root methods that run in userspace, such as Magisk, this has the advantage that commands with su can be executed like normal commands, but still have root privileges. This is not prevented by SELinux or detected by the PlayIntegrity API check, so applications that use it will continue to function. Unlike Magisk, /system/bin/su is a virtual file implemented by hooking system calls with kprobes, and overlayfs is used for systemless modifications to the system partition instead of magic mount. == History == The planning of KernelSU was started in 2018 by developer Jason Donenfeld, also known as XDA user zx2c4. The lack of a root manager app and the difficulty of creating boot images meant that KernelSU was not suitable for productive use, and for a long time this method remained theoretical and could only be used by developers. In 2021, Google launched Generic Kernel Images (GKI for short), which facilitates the creation of a set of device-independent rooted boot images. In response, the developer known on XDA as weishu, who had also worked on projects such as VirtualXposed, adapted KernelSU for GKI-compatible kernels. The adaptation, which was released in January 2023, ensures that any device booting with Linux kernel version 5.10 or higher should be compatible. In addition, the developer also offers a special manager app that, in addition to managing root privileges, also offers overlay-based modding similar to Magisk modules. As of November 2025, 310 developers have contributed to the development of the KernelSU implementation. == Distribution == KernelSU can be installed on all devices that use GKI, as well as on individually supported devices without GKI. Some custom ROMs already have it integrated by default, including ROMs such as CrDroid, Bliss OS, and Evolution X.

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  Web series

  A web series, also known as a short-form series or web show, is a collection of short scripted or unscripted online videos released on the Internet (i.e., World Wide Web), generally in episodic form. A single installment of a web series can be called a webisode or an episode. The scale of a web series is small, and a typical episode can be anywhere from 3 to 15 minutes long (though some may run up to 20 minutes). Web series first emerged in the mid-1990s and became more prominent in the early 2000s. Web series are distributed online on video-sharing websites and apps, such as YouTube, Vimeo, and TikTok, and can be watched on devices such as smartphones, tablets, desktops, laptops, and Smart TVs (or television sets connected to the Internet with a media streaming device). They can also be released on social media platforms. Because of the nature of the Internet, a web series may be interactive and immersive. Web series are classified as new media. Web series are different from streaming television series, as the latter are designed to be watched on streaming platforms such as Netflix, Amazon Prime Video, or Hotstar, with the streaming services offering original productions made for and by them, as well as acquiring the rights to distribute licensed content. The length of a streaming television series episode is 30 to 60 minutes (runtimes can also be longer). Although the design of a web series can be similar to that of a television series, its development and production do not entail the same financial investment required for a television series. The popularity of some web series, however, has led to them being optioned for television. Web series differ from short-form content in that the latter are vertical videos specifically designed for smartphone viewing and intended for fast-paced consumption, with runtimes typically ranging from less than one minute to three minutes. There are film festivals for web series, like Webfest Berlin, NYC Web Fest, LA Web Fest, and Vancouver Web Fest. Awards organizations have also been established to celebrate excellence in web series, such as the Streamys, Webbys, IAWTV Awards, and Indie Series Awards. Most major award ceremonies have also created web series and digital media award categories, including the Emmy Awards and the Canadian Screen Awards. == History == === 1990s === In April 1995, "Global Village Idiots", an episode of the reality-based program Rox on public access cable television in Bloomington, Indiana, was uploaded to the Internet, making Rox the first show distributed via the web. The same year, Scott Zakarin created The Spot, an episodic online story that integrated photos, videos, and blogs into the storyline. Likened to Melrose Place-on-the-Web, The Spot featured a rotating cast of characters playing trendy twenty-somethings who rented rooms in a fabled Santa Monica, California beach house called "The Spot". The Spot earned Infoseek's "Cool Site of the Year," an award which later became the Webby. In January 1999, Showtime licensed the animated sci-fi web series WhirlGirl, making it the first independently produced web series licensed by a national television network. In February 1999, the show premiered simultaneously on Showtime and online. The character occasionally appeared on Showtime, for example, hosting a "Lethal Ladies" programming block, but spent most of her time online, appearing in 100 webisodes. === 2000s === As broadband bandwidth increased in speed and availability, delivering high-quality video over the Internet became a reality. In the early 2000s, the Japanese anime industry began broadcasting original net animation (ONA), a type of original video animation (OVA) series, on the Internet. Early examples of the ONA series include Infinite Ryvius: Illusion (2000), Ajimu (2001), and Mahou Yuugi (2001). In 2000, The Brothers Chaps launched the Adobe Flash-created web series Homestar Runner. After being put on hiatus in 2010, it returned in 2014. In 2002, Matt Jolly (better known as "Krinkels") released the first episode of Madness Combat to Newgrounds. The show is still ongoing, with the latest episode "Madness Combat 12: Contravention" released on Twitch in September 2024. In 2003, Microsoft launched MSN Video, offering NBC-related content. Its web series, Weird TV 2000, a spin-off of the syndicated television series Weird TV, featured dozens of shorts, comedy sketches, and mini-documentaries produced exclusively for MSN Video. The video-sharing site YouTube was launched in early 2005, allowing users to share television programs. YouTube co-founder Jawed Karim said the inspiration for YouTube first came from Janet Jackson's role in the 2004 Super Bowl incident, when her breast was exposed during her performance, and later from the 2004 Indian Ocean tsunami. Karim could not easily find video clips of either event online, which led to the idea of a video-sharing site. From 2003 to 2006, many independent web series gained significant popularity, most notably the science fiction series Red vs. Blue by Rooster Teeth. The series was distributed independently via online portals YouTube and Revver, as well as the Rooster Teeth website, acquiring over 100 million social media views during its run. (Rooster Teeth would eventually create the computer-animated web series RWBY in 2013.) In 2004, the adult-animated series Salad Fingers was created, which amassed a cult following. The comedy show The Burg, hailed as the internet's first sitcom and starring Kelli Giddish and Lindsey Broad, rapidly gained an audience and press attention before its creators signed a creation deal with Michael Eisner. The drama Sam Has 7 Friends, which ran in the summer and fall of 2006, was nominated for a Daytime Emmy Award and was temporarily removed from the Internet when it was also acquired by Eisner. In 2004–2005, Spanish producer Pedro Alonso Pablos recorded a series of video interviews featuring actors and directors such as Guillermo del Toro, Santiago Segura, Álex de la Iglesia, and Keanu Reeves, which were distributed through his own website. lonelygirl15, California Heaven, "The Burg", and SamHas7Friends also gained popularity during this time, acquiring audiences in the millions. (Science fiction thriller lonelygirl15 was so successful that it secured a sponsorship deal with Neutrogena in 2007.) In 2004, Stewart St. John, executive producer and head writer of 1990s webisodies The Spot, revived the brand for online audiences as The Spot (2.0), with a new cast, and as a separate soap opera on Sprint PCS Vision-enabled cell phones, creating the first American mobile phone series. St. John and partner Todd Fisher produced over 2,500 daily videos of the mobile soap, driving story lines across platforms to its web counterpart. In 2007, the creators of lonelygirl15 followed up on the show's success with KateModern, a comedy-drama series that debuted on social network Bebo, and took place in the same fictional universe as their previous show. Big Fantastic created and produced the soap opera Prom Queen, financed and distributed by Michael Eisner's production firm Vuguru, and debuted the series on MySpace. Vuguru partnered with Mark Cuban's channel HDNet to release All-for-nots, a mockumentary series by The Burg creators Kathleen Grace and Thom Woodley, which debuted at the SXSW Festival in 2008. These web series highlighted interactivity with the audience in addition to the narrative on relatively low budgets. In contrast, the eight-episode show Sanctuary, starring actor/producer Amanda Tapping, cost $4.3 million to produce. Both Sanctuary and Prom Queen were nominated for a Daytime Emmy Award. Award-winning producer/director Marshall Herskovitz created the drama Quarterlife, which debuted on MySpace and was later distributed on NBC. In 2008, major television studios began releasing web series, such as the ABC comedy show Squeegies, the NBC sci-fi show Gemini Division, and the Bravo reality series The Malan Show. Warner Bros. relaunched The WB as an online network beginning with original mystery web series, Sorority Forever, created and produced by Big Fantastic and executive produced by McG. Meanwhile, MTV announced a new original web series created by Craig Brewer, $5 Cover, that brought together the indie music world and new media expansion. Joss Whedon created, produced, and self-financed musical comedy-drama Dr. Horrible's Sing-Along Blog starring Neil Patrick Harris and Felicia Day. Big Fantastic wrote and produced Foreign Body, a mystery web series that served as a prequel to Robin Cook's novel of the same name. Beckett and Goodfried founded a new Internet studio, EQAL, and produced a spin-off of lonelygirl15 titled LG15: The Resistance. The mainstream press began to provide coverage. In the United Kingdom, KateModern ended its run on Bebo. Bebo also hosted a six-month-long reality travel show, The Gap Year, produced by Endemol UK, and produced an interactive sci-fi drama Kirill for

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  Friending and following

  Friending is the act of adding someone to a list of "friends" on a social networking service. The notion does not necessarily involve the concept of friendship. It is also distinct from the idea of a "fan"—as employed on the WWW sites of businesses, bands, artists, and others—since it is more than a one-way relationship. A "fan" only receives things. A "friend" can communicate back to the person friending. The act of "friending" someone usually grants that person special privileges (on the service) with respect to oneself. On Facebook, for example, one's "friends" have the privilege of viewing and posting to one's "timeline". Following is a similar concept on other social network services, such as Twitter and Instagram, where a person (follower) chooses to add content from a person or page to their newsfeed. Unlike friending, following is not necessarily mutual, and a person can unfollow (stop following) or block another user at any time without affecting that user's following status. The first scholarly definition and examination of friending and defriending (the act of removing someone from one's friend list, also called unfriending) was David Fono and Kate Raynes-Goldie's "Hyperfriendship and beyond: Friends and Social Norms on LiveJournal" from 2005, which identified the use of the term as both a noun and a verb by users of early social network site and blogging platform LiveJournal, which was originally launched in 1999. == Friend/follower count, friend collecting, and multiple accounts == The addition of people to a friend list without regard to whether one actually is their friend is sometimes known as friend whoring. Matt Jones of Dopplr went so far as to coin the expression "friending considered harmful" to describe the problem of focusing upon the friending of more and more people at the expense of actually making any use of a social network. Friend collecting is the adding of hundreds or thousands of friends/followers, a not uncommon order of magnitude on some social sites. As a result, many teen users feel pressured to heavily curate their posts, posting only carefully posed and edited photographs with well-thought-out captions. Some Instagram users will create a second account, known as a Finsta (short for "Fake Instagram"). A Finsta is typically private, and the owner only allows close friends to follow it. Since the follower count is kept down, the posts can be more candid and silly in nature. Users may also create multiple accounts based on their interests. Someone with a personal social media account might be a photographer and maintain a separate account for that. There is risk associated with following large numbers of people: scholars say that social anxiety could be an effect of managing a large social media network, as users can feel jealous and have a "fear of missing out". == Unfriending and unfollowing == Unfriending is the act of removing someone from a friends list. On Facebook, this means the action is unilateral, meaning, the friendship is terminated on both sides. The act of unfriending is often used when one user was flirting and made the other uncomfortable. Unfollowing is a little different. When a user unfollows someone on Instagram or Twitter, it continues a one-sided relationship. Often, the unfollowed user doesn't realize they were unfollowed, so they continue the following. == Social network friending and friendship == There are distinct groups of "friends" that one can friend on a social networking service. The notion of a social network friend does not necessarily embody the concept of friendship. Although terminology has not yet evolved to distinguish the different types of social networking friends, they can be broken into the following three categories. friends who are actually known These are people that may be one's friends or family in real life, with whom one has regular interaction either on-line or off-line. organizational friends These are companies and other organizations who maintain a "friending" relationship as a contacts list. complete strangers These are social networking "friends" with whom one has no relationship at all. Within these categories "friends" can be made up of strong ties, weak existing ties, weak latent ties, and parasocial ties. Strong ties can be made up of close family members and friends where self-disclosure, intimacy and frequent content occur. Weak existing ties can be made up of acquaintances, co-workers and distance relatives with whom the user has inconsistent contact. Weak latent ties can be made up of people within a similar geographical location or profession that can be used as a potential future bridge to other connections. Parasocial ties can be made up of celebrities, public figures and media personas. Human nature is to reciprocate a friending, marking someone as a friend who has marked oneself as a friend. This is a social norm for social networking services. However, this leads to mixing up who is an actual friend, and who is a contact. Tagging someone as a "contact" who has marked one as a "friend" can be perceived as impolite. Other concerns about this issue are treated in Sherry Turkle's Alone Together which analyses many behavioral dynamics in social media friendships. Turkle defines herself as "cautiously optimistic", but expresses concern that distance communications may undermine genuine face-to-face spoken discourses, lessening people's expectations of one another. One social networking service, FriendFeed, allows one to friend someone as a "fake" friend. The person "fake" friended receives the usual notifications for friending, but that person's updates are not received. Gavin Bell, author of Building Social Web Applications, describes this mechanism as "ludicrous". Results from a 2007 survey the Center for the Digital Future stated that only 23% of internet users have at least one virtual friend whom they have only met online. Ideally the number of virtual friends is directly proportional to the use of the Internet, but the same survey showed 20% of heavy-users (more than 3 hours/day) who claimed an average of 8.7% online friends, reported at least one relationship that started virtually and migrated to in-person contact. This results and other concerning issues are included in the book Networked: The New Social Operating System co-written by Lee Rainie and Barry Wellman in 2012. == Ethical considerations == The act of "friending" someone on a social networking service has particular ethical implications for judges in the United States. Judicial codes of conducts in the various states generally incorporate some form of provision that judges should avoid even the appearance of impropriety. Whether this regulates and even prohibits judges "friending" attorneys that appear before them, and law enforcement personnel, has been the subject of some analysis by the judicial ethics panels of the various states. They haven't all agreed on the guidance that they have given to judges: The New York state Judicial Ethics committee in 2009 simply advised judges to employ caution, noting that the issue of "friending" someone on a social networking service is a publicly observable act that has little difference from other public behavior concerns judges already face. The Florida Judicial Ethics Advisory committee in 2009 noted that, judges being normal human beings, it was unavoidable for judges to form friendships without the responsibilities of their job. It prohibited judges from friending any attorneys that appeared before them, whilst allowing friending of those who do not, on the grounds that it may give the appearance to the general public (even if the substance is otherwise) that those attorneys who are friended hold special sway with the judge. A minority opinion of the committee asserted that there is a substantive difference between "friending" on a social networking service and actual friendship, and that the general public, being aware of the norms of social networking services, was capable of drawing this distinction and would not reasonably conclude either a special degree of influence or a violation of the code of judicial conduct. This minority opinion was outnumbered twice in 2009, both in the Judicial Ethics Advisory and in the Florida Supreme Court Judicial Ethics Advisory committee. The South Carolina judicial conduct committee in 2009 permitted judges to friend attorneys and law enforcement personnel, with the proviso that no judicial business should be conducted upon nor discussed via the social networking service. "... a judge should not become isolated from the community in which the judge lives.", the committee stated. The Kentucky Judicial Ethics committee in 2010 took the same position as the minority opinion in Florida. It urged judges to exercise caution, but recognized that the act of friending "does not, in and of itself, indicate the degree or intensity of a judge's relationship with the person who is the 'friend'

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  Open Media Framework Interchange

  Open Media Format (OMF), Open Media Framework, or Open Media Framework Interchange (OMFI), is a platform-independent file format intended for transfer of digital media between different software applications. OMFI is a file format that aids in exchange of digital media across applications and platforms. This framework enables users to import media elements and to edit information and effects summaries. Sequential media representation is the primary concern that is addressed by this format. The primary objective of OMFI is video production. However, there are a number of additional features which can be listed as follows: The origin of the data can be easily backtracked or identified since the import material is in the form of a videotape or film. There are predefined effects and transitions, which paves the way for easy and quick overlapping and sequencing of various track. The format supports motion control. (i.e. enabling a particular segment to play at a ratio of the speed of another segment) Some of the key benefits of OMFI are: It saves time by getting rid of tape-based file transfers. It brings in flexibility owing to its ability to use a number of applications on multiple workstations. The format preserves the best sound and picture quality during all imports. It eliminates the risk of file formatting and incompatibilities, which in turn allows users to spend their productive time on the creative aspects of their work. It preserves the formatting information during file transfers between applications or workstations. Hence, the need for rebuilding the effects and sequences is eliminated. The OMFI format consists of four primary sections namely Header, Object data, Object dictionary and Track data. The header contains an index of all the segments that constitute the file.

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  Calais (Reuters product)

  Calais is a service created by Thomson Reuters that automatically extracts semantic information from web pages in a format that can be used on the semantic web. Calais was launched in January 2008, and is free to use. The technology is now available via the website of Refinitiv, a provider of financial market data and infrastructure founded in 2018, that is a subsidiary of London Stock Exchange Group. The Calais Web service reads unstructured text and returns Resource Description Framework formatted results identifying entities, facts and events within the text. The service appears to be based on technology acquired when Reuters purchased ClearForest in 2007. The technology has also been used to automatically tag blog articles, and organize museum collections. Calais uses natural language processing technologies delivered via a web service interface.

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  International Webmasters Association

  The International Webmasters Association (IWA) is a non-profit association for education and certification of web professionals founded in 1996. It provides a Certified Web Professional certification. One of its objectives is to build a World Wide Web that is a true global community. According to the IWA, as of 2025 it has more than 100 official chapters with over 300,000 individual members in 106 countries. In 2001, the IWA merged with the HTML Writers Guild (HWG) and joined the World Wide Web Consortium (W3C). IWA's accomplishments include the publishing of the industry's first guidelines for ethical and professional standards, web certification and education programs, specialized employment resources, and technical assistance to individuals and businesses. IWA members participate to the activities of W3C WCAG Working Group, ATAG Working Group, and the XHTML Working Group. They have also participated in other initiatives such as the Multimodal Interaction Working Group which developed EMMA, the Extensible MultiModal Annotation markup language.

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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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  Digital content

  Digital content is any content that exists in the form of digital data. Digital content is stored on digital media or analog storage in specific formats. Forms of digital content include information that is digitally broadcast, streamed, or contained in computer files. Viewed narrowly, digital content includes popular media types, while a broader approach considers any type of digital information (e. g. digitally updated weather forecasts, GPS maps, and so on) as digital content. Digital content has increased as more households have accessed the Internet. Expanded access has made it easier for people to receive their news and watch TV online, challenging the popularity of traditional platforms. Increased access to the Internet has also led to the mass publication of digital content through individuals in the form of eBooks, blog posts, and even Facebook posts. == History == At the beginning of the Digital Revolution, computers facilitated the discovery, retrieval, and creation of new information in every field of human knowledge. As information became increasingly more accessible, the Digital Revolution also facilitated the creation of digital content. Despite an evolution to digital technology, which occurred somewhere between the late 1970s, distribution of digital content did not begin until the late 1990s with the rise in popularity of the Internet. In the past, digital content was primarily distributed through computers and the Internet. Methods of distribution are rapidly changing as the Digital Revolution brings new channels, such as mobile apps and eBooks. These new technologies will create challenges for content creators, as they determine the best channel to bring content to their consumers. Despite the benefits, new technologies have created new intellectual property issues. Users can easily share, modify, and redistribute content outside of the creator's control. While new technologies have made digital content available to large audiences, managing copyright and limiting content movement will continue to be an issue that digital content creators face in the future. == Types of digital content == Examples include: Video – Types of video content include home videos, music videos, TV shows, and movies. Many of these can be viewed on websites such as YouTube, Hulu, Paramount+, Disney+, HBO Max, and so on, in which people and companies alike can post content. However, many movies and television shows are not available for free legally, but rather can be purchased from sites such as iTunes and Amazon. Audio – Music is the most common form of audio. Spotify has emerged as a popular way for people to listen to music either over the Internet or from their computer desktop. Digital content in the form of music is also available through Pandora and last.fm, both of which allow listeners to listen to music online for no charge. Images – Photo and image sharing is another example of digital content. Popular sites used for this type of digital content includes Imgur, where people share self-created pictures, Flickr, where people share their photo albums, and DeviantArt, where people share their artwork. Popular apps that are used for images include Instagram and Snapchat. Visual Stories - Stories are a new type of digital content that got introduced by Snapchat. Since then, stories as a format has been introduced in a couple of other platforms such as Facebook and Linkedin. In 2018, Google introduced their AMP Stories, which provides content publishers with a mobile-focused format for delivering news and information as visually rich, tap-through stories. Text - Type of digital content which is available in text or written format. Blog websites which store data in form of textual format. === Paid digital content === In order to have access to more premium digital goods, consumers usually have to pay an upfront charge for digital content, or a subscription based fee. Video – Many licensed videos, such as movies and television shows, require money in order to be viewed or downloaded. Popular services used by many include streaming giant Netflix and Amazon's streaming service, as well as recent notice put forth by the online video platform YouTube. Audio – While songs can be streamed for free, generally in order to download most licensed music, consumers need to purchase songs from web stores, such as the popular iTunes. However, Spotify Premium is emerging as a new model for purchasing digital content on the web: consumers pay a monthly fee to unlimited streaming and downloading from Spotify's music library. According to a report done by IHS Inc. in 2013, the global consumer spending on digital content grew to over $57 billion in 2013, which was up almost 30% from $44 billion in 2012. In past years, the US has always been a leader in consumer expenditure on digital content, but as of 2013, many countries have emerged with great consumer expenditure. South Korea's overall digital spend per capita is now greater than the US. ==== Consolidation ==== According to research firm Ampere Analysis, in 2024, a small group of six media conglomerates; Disney, Comcast, Google, Warner Bros. Discovery, Netflix, and Paramount Global—are poised to dominate the global content market. These companies are projected to account for 51% of all global spending on content, a significant increase from 47% in 2020. Disney, in particular, is a major player, with an estimated $35.8 billion investment in television and film content, representing 14% of global spending. This significant increase, fueled by Disney's full ownership of Hulu, highlights the company's strategic focus on streaming services. A substantial portion of the projected $126 billion global content spending is allocated to streaming platforms. === Non-purchasable digital content === Not all digital content is purchasable, and is simply anything published digitally. This would include: News – in recent years newspapers have attempted to expand their readership by creating access to their newspapers digitally. As of 2012, 39% of readers learned about news from online formats, making news a prevalent form of digital content. Advertisements – as media consumers increasingly use digital formats to watch TV, check the weather, and search for content, advertisements have shifted to digital forms to keep up with their viewership. Advertisements are now being made digitally and placed on sites ranging from Facebook to YouTube. Question and Answer sites – these sites are a type of Internet forum where people can post questions they want answered, or provide responses to previous inquiries. With millions of questions posted each day, anyone has the ability to create content on these sites, so the information provided may not be 100% reliable or accurate. Popular sites include Yahoo! Answers, WikiAnswers and Quora. Web mapping – sites such as MapQuest and Google Maps provide users with map content. These sites give people the ability to quickly look up the location of a landmark and create routes to a destination. Online maps are a form of free content provided by companies such as Google and AOL, serving as much more efficient alternatives to the traditional Thomas Guide. == Business implications == === Digital companies === Digital content businesses can include news, information, and entertainment distributed over the Internet and consumed digitally by both consumers and businesses. Based on revenue, the leading digital businesses are ranked Google, China Mobile, Bloomberg, Reed Elsevier, and Apple. The 50 companies with the highest revenue are split between those offering free and paid digital content, but these top 50 companies combined generate revenue of $150 billion. === Educational opportunities === Programs such as CUNY's Macaulay Honors College in their New Media Lab, run by industry professional Robert Small, is set up to train and introduce students to the various disciplines within the digital content industry. The goal is to offer information and access to professional work opportunities. They also explore within an incubator how to create businesses and start ups within the world of digital content. There are many educational events in support of choosing digital content as a career. === Government support === The Irish government adopted a "Strategy for the Digital Content Industry in Ireland" in 2002.

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  Cowrie (honeypot)

  Cowrie is a medium interaction SSH and Telnet honeypot designed to log brute force attacks and shell interaction performed by an attacker. Cowrie also functions as an SSH and telnet proxy to observe attacker behavior to another system. Cowrie was developed from Kippo. == Reception == Cowrie has been referenced in published papers. The Book "Hands-On Ethical Hacking and Network Defense" includes Cowrie in a list of 5 commercial honeypots. === Prior uses === Discussing a honeypot effort called the Project Heisenberg Cloud by Rapid7, Bob Rudis, the company's chief data scientist, told eWEEK, "There are custom Rapid7-developed low- and medium-interaction honeypots used within the framework, along with open-source ones, such as Cowrie." Doug Rickert has experimented with the open-source Cowrie SSH honeypot and wrote about it on Medium. Putting up a simple honeypot isn't difficult, and there are many open-source products besides Cowrie, including the original Honeyd to MongoDB and NoSQL honeypots, to ones that emulate web servers. Some appear to be SCADA or other more advanced applications. === Best practices === Researchers at the SysAdmin, Audit, Network and Security (SANS) institute urged administrators and security researchers to run the latest version of Cowrie on a honeypot to monitor shifts in the type of passwords being scanned for and pattern of attacks on IoT devices. === Discussion and further resources === Attack Detection and Forensics Using Honeypot in an IoT Environment calls Cowrie a "medium interaction honeypot" and describes results from using it for 40 days to capture "all communicated sessions in log files." The book Advances on Data Science also devotes chapter two to "Cowrie Honeypot Dataset and Logging." ICCWS 2018 13th International Conference on Cyber Warfare and Security describes using Cowrie. On the Move to Meaningful Internet Systems: OTM 2019 Conferences includes details of using Cowrie. Splunk, a security tool that can receive information from honeypots, outlines how to set up a honeypot using the open-source Cowrie package.

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  FactorDaily

  FactorDaily is an Indian digital media publication founded in 2016 by Pankaj Mishra and Jayadevan PK. Mishra was formerly an Editor at TechCrunch and the Economic Times. The digital publication was launched with an intent to produce stories on the impact of technology on life in India. == History == FactorDaily began publishing in May 2016, with daily reported stories on technology, culture and life in India. Prior to its launch, the company had raised $1 million in seed funding from Accel India, Blume Ventures, Girish Mathrubootham of Freshdesk, Vijay Shekhar Sharma of PayTm, and Jay Vijayan of Tekion. Josey Puliyenthuruthel John, formerly Managing Editor at Business Today and National Corporate Editor at Mint, later joined the company as a Consulting Editor. In January 2017, FactorDaily launched its first Podcast called The Outliers. The inaugural episode featured a conversation with Manish Sharma of Printo on his journey starting up. == Awards == The FactorDaily team won the Bengaluru Editors Lab 2017, a journalism hackathon organised by the Global Editors Network (GEN). The story titled "India has 3,800 psychiatrists for 1.2bn people. Can tech step in to manage mental health?" won the first prize in the online category of the fifth Schizophrenia Research Foundation’s (SCARF) ‘Media for Mental Health’ awards. The story titled 'The dark hand of tech that stokes sex trafficking in India', won the Stop Slavery media Awards by the Thomson Reuters Foundation for the year 2020.

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  Coupling (electronics)

  In electronics, electric power and telecommunication, coupling is the transfer of electrical energy from one circuit to another, or between parts of a circuit. Coupling can be deliberate as part of the function of the circuit, or it may be undesirable, for instance due to coupling to stray fields. For example, energy is transferred from a power source to an electrical load by means of conductive coupling, which may be either resistive or direct coupling. An AC potential may be transferred from one circuit segment to another having a DC potential by use of a capacitor. Electrical energy may be transferred from one circuit segment to another segment with different impedance by use of a transformer; this is known as impedance matching. These are examples of electrostatic and electrodynamic inductive coupling. == Types == Electrical conduction: Direct coupling, also called conductive coupling and galvanic coupling Resistive conduction Atmospheric plasma channel coupling Electromagnetic induction: Electrodynamic induction — commonly called inductive coupling, also magnetic coupling Capacitive coupling Evanescent wave coupling Electromagnetic radiation: Radio waves — Wireless telecommunications. Electromagnetic interference (EMI) — Sometimes called radio frequency interference (RFI), is unwanted coupling. Electromagnetic compatibility (EMC) requires techniques to avoid such unwanted coupling, such as electromagnetic shielding. Microwave power transmission Other kinds of energy coupling: Acoustic coupler

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  Economía Feminista

  Economía Feminista, in English: Feminist Economics, is an Argentine digital media, focused on disclosure and creation of economics information about the gender gap. The media is managed by Mercedes D`Alessandro, Magalí Brosio, Violeta Guitart and Agurtzane Urrutia. == Concept == Economía Femini(s)ta, is a portmanteau of feminista and minita. It attempts to end stereotypes about women. It was created in 2015 and its goal is to be a source of economic data to help to display economic differences by gender, especially in Argentina. == Awards == Economía Feminista was awarded the Lola Mora prize in 2016 for the best digital media by Dirección General de la Mujer, promoted by Buenos Aires city's Legislature.

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  Confusion matrix

  In machine learning, a confusion matrix, also known as error matrix, is a specific table layout that allows visualization of the performance of an algorithm, typically a supervised learning one. In unsupervised learning it is usually called a matching matrix. The term is used specifically in the problem of statistical classification. Each row of the matrix represents the instances in an actual class while each column represents the instances in a predicted class, or vice versa – both variants are found in the literature. The diagonal of the matrix therefore represents all instances that are correctly predicted. The name stems from the fact that it makes it easy to identify whether the system is confusing two classes (i.e., commonly mislabeling one class as another). The confusion matrix has its origins in human perceptual studies of auditory stimuli. It was adapted for machine learning studies and used by Frank Rosenblatt, among other early researchers, to compare human and machine classifications of visual (and later auditory) stimuli. It is a special kind of contingency table, with two dimensions ("actual" and "predicted"), and identical sets of "classes" in both dimensions (each combination of dimension and class is a variable in the contingency table). == Example == Given a sample of 12 individuals, 8 that have been diagnosed with cancer and 4 that are cancer-free, where individuals with cancer belong to class 1 (positive) and non-cancer individuals belong to class 0 (negative), we can display that data as follows: Assume that we have a classifier that distinguishes between individuals with and without cancer in some way, we can take the 12 individuals and run them through the classifier. The classifier then makes 9 accurate predictions and misses 3: 2 individuals with cancer wrongly predicted as being cancer-free (sample 1 and 2), and 1 person without cancer that is wrongly predicted to have cancer (sample 9). Notice, that if we compare the actual classification set to the predicted classification set, there are 4 different outcomes that could result in any particular column: The actual classification is positive and the predicted classification is positive (1,1). This is called a true positive result because the positive sample was correctly identified by the classifier. The actual classification is positive and the predicted classification is negative (1,0). This is called a false negative result because the positive sample is incorrectly identified by the classifier as being negative. The actual classification is negative and the predicted classification is positive (0,1). This is called a false positive result because the negative sample is incorrectly identified by the classifier as being positive. The actual classification is negative and the predicted classification is negative (0,0). This is called a true negative result because the negative sample gets correctly identified by the classifier. We can then perform the comparison between actual and predicted classifications and add this information to the table, making correct results appear in green so they are more easily identifiable. The template for any binary confusion matrix uses the four kinds of results discussed above (true positives, false negatives, false positives, and true negatives) along with the positive and negative classifications. The four outcomes can be formulated in a 2×2 confusion matrix, as follows: The color convention of the three data tables above were picked to match this confusion matrix, in order to easily differentiate the data. Now, we can simply total up each type of result, substitute into the template, and create a confusion matrix that will concisely summarize the results of testing the classifier: In this confusion matrix, of the 8 samples with cancer, the system judged that 2 were cancer-free, and of the 4 samples without cancer, it predicted that 1 did have cancer. All correct predictions are located in the diagonal of the table (highlighted in green), so it is easy to visually inspect the table for prediction errors, as values outside the diagonal will represent them. By summing up the 2 rows of the confusion matrix, one can also deduce the total number of positive (P) and negative (N) samples in the original dataset, i.e. P = T P + F N {\displaystyle P=TP+FN} and N = F P + T N {\displaystyle N=FP+TN} . == Table of confusion == In predictive analytics, a table of confusion (sometimes also called a confusion matrix) is a table with two rows and two columns that reports the number of true positives, false negatives, false positives, and true negatives. This allows more detailed analysis than simply observing the proportion of correct classifications (accuracy). Accuracy will yield misleading results if the data set is unbalanced; that is, when the numbers of observations in different classes vary greatly. For example, if there were 95 cancer samples and only 5 non-cancer samples in the data, a particular classifier might classify all the observations as having cancer. The overall accuracy would be 95%, but in more detail the classifier would have a 100% recognition rate (sensitivity) for the cancer class but a 0% recognition rate for the non-cancer class. F1 score is even more unreliable in such cases, and here would yield over 97.4%, whereas informedness removes such bias and yields 0 as the probability of an informed decision for any form of guessing (here always guessing cancer). According to Davide Chicco and Giuseppe Jurman, the most informative metric to evaluate a confusion matrix is the Matthews correlation coefficient (MCC). Other metrics can be included in a confusion matrix, each of them having their significance and use. Some researchers have argued that the confusion matrix, and the metrics derived from it, do not truly reflect a model's knowledge. In particular, the confusion matrix cannot show whether correct predictions were reached through sound reasoning or merely by chance (a problem known in philosophy as epistemic luck). It also does not capture situations where the facts used to make a prediction later change or turn out to be wrong (defeasibility). This means that while the confusion matrix is a useful tool for measuring classification performance, it may give an incomplete picture of a model’s true reliability. == Confusion matrices with more than two categories == Confusion matrix is not limited to binary classification and can be used in multi-class classifiers as well. The confusion matrices discussed above have only two conditions: positive and negative. For example, the table below summarizes communication of a whistled language between two speakers, with zero values omitted for clarity. == Confusion matrices in multi-label and soft-label classification == Confusion matrices are not limited to single-label classification (where only one class is present) or hard-label settings (where classes are either fully present, 1, or absent, 0). They can also be extended to Multi-label classification (where multiple classes can be predicted at once) and soft-label classification (where classes can be partially present). One such extension is the Transport-based Confusion Matrix (TCM), which builds on the theory of optimal transport and the principle of maximum entropy. TCM applies to single-label, multi-label, and soft-label settings. It retains the familiar structure of the standard confusion matrix: a square matrix sized by the number of classes, with diagonal entries indicating correct predictions and off-diagonal entries indicating confusion. In the single-label case, TCM is identical to the standard confusion matrix. TCM follows the same reasoning as the standard confusion matrix: if class A is overestimated (its predicted value is greater than its label value) and class B is underestimated (its predicted value is less than its label value), A is considered confused with B, and the entry (B, A) is increased. If a class is both predicted and present, it is correctly identified, and the diagonal entry (A, A) increases. Optimal transport and maximum entropy are used to determine the extent to which these entries are updated. TCM enables clearer comparison between predictions and labels in complex classification tasks, while maintaining a consistent matrix format across settings.

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  Polyfill (programming)

  In software development, a polyfill is code that implements a new standard feature of a deployment environment within an old version of that environment that does not natively support the feature. Most often, it refers to JavaScript code that implements an HTML5 or CSS web standard, either an established standard (supported by some browsers) on older browsers, or a proposed standard (not supported by any browsers) on existing browsers. Polyfills are also used in PHP and Python. Polyfills allow web developers to use an API regardless of whether or not it is supported by a browser, and usually with minimal overhead. Typically they first check if a browser supports an API, and use it if available, otherwise using their own implementation. Polyfills themselves use other, more supported features, and thus different polyfills may be needed for different browsers. The term is also used as a verb: polyfilling is providing a polyfill for a feature. == Definition == The term is a neologism, coined by Remy Sharp, who required a word that meant "replicate an API using JavaScript (or Flash or whatever) if the browser doesn’t have it natively" while co-writing the book Introducing HTML5 in 2009. Formally, "a shim is a library that brings a new API to an older environment, using only the means of that environment." Polyfills exactly fit this definition; the term shim was also used for early polyfills. However, to Sharp shim connoted non-transparent APIs and workarounds, such as spacer GIFs for layout, sometimes known as shim.gif, and similar terms such as progressive enhancement and graceful degradation were not appropriate, so he invented a new term. The term is based on the multipurpose filling paste brand Polyfilla, a paste used to cover up cracks and holes in walls, and the meaning "fill in holes (in functionality) in many (poly-) ways." The word has since gained popularity, particularly due to its use by Paul Irish and in Modernizr documentation. The distinction that Sharp makes is: What makes a polyfill different from the techniques we have already, like a shim, is this: if you removed the polyfill script, your code would continue to work, without any changes required in spite of the polyfill being removed. This distinction is not drawn by other authors. At times various other distinctions are drawn between shims, polyfills, and fallbacks, but there are no generally accepted distinctions: most consider polyfills a form of shim. The term polyfiller is also occasionally found. == Examples == === core-js === core-js is one of the most popular JavaScript standard library polyfills. Includes polyfills for ECMAScript up to the latest version of the standard: promises, symbols, collections, iterators, typed arrays, many other features, ECMAScript proposals, some cross-platform WHATWG / W3C features and proposals like URL. You can load only required features or use it without global namespace pollution. It can be integrated with Babel, which allows it to automatically inject required core-js modules into your code. === html5shiv === In IE versions prior to 9, unknown HTML elements like

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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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