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Color clock
The color clock, or color timer, is a part of the video circuitry of computer graphics hardware that works with analog color television systems. The clock is timed to match the timing of the color standard it works with, typically NTSC or PAL, ensuring that the data being read from the computer memory to create the image on-screen is in sync with the display. Depending on the speed of the color clock, the product of the resolution and number of colors is defined. Slow color clocks of many early games consoles and home computers resulted in limited color palettes at the highest resolutions.
Information and media literacy
Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.
Jump-and-Walk algorithm
Jump-and-Walk is an algorithm for point location in triangulations (though most of the theoretical analysis were performed in 2D and 3D random Delaunay triangulations). Surprisingly, the algorithm does not need any preprocessing or complex data structures except some simple representation of the triangulation itself. The predecessor of Jump-and-Walk was due to Lawson (1977) and Green and Sibson (1978), which picks a random starting point S and then walks from S toward the query point Q one triangle at a time. But no theoretical analysis was known for these predecessors until after mid-1990s. Jump-and-Walk picks a small group of sample points and starts the walk from the sample point which is the closest to Q until the simplex containing Q is found. The algorithm was a folklore in practice for some time, and the formal presentation of the algorithm and the analysis of its performance on 2D random Delaunay triangulation was done by Devroye, Mucke and Zhu in mid-1990s (the paper appeared in Algorithmica, 1998). The analysis on 3D random Delaunay triangulation was done by Mucke, Saias and Zhu (ACM Symposium of Computational Geometry, 1996). In both cases, a boundary condition was assumed, namely, Q must be slightly away from the boundary of the convex domain where the vertices of the random Delaunay triangulation are drawn. In 2004, Devroye, Lemaire and Moreau showed that in 2D the boundary condition can be withdrawn (the paper appeared in Computational Geometry: Theory and Applications, 2004). Jump-and-Walk has been used in many famous software packages, e.g., QHULL, Triangle and CGAL.
Enterprise bus matrix
The enterprise bus matrix is a data warehouse planning tool and model created by Ralph Kimball, and is part of the data warehouse bus architecture. The matrix is the logical definition of one of the core concepts of Kimball's approach to dimensional modeling conformed dimension. The bus matrix defines part of the data warehouse bus architecture and is an output of the business requirements phase in the Kimball lifecycle. It is applied in the following phases of dimensional modeling and development of the data warehouse. The matrix can be categorized as a hybrid model, being part technical design tool, part project management tool and part communication tool == Background == The need for an enterprise bus matrix stems from the way one goes about creating the overall data warehouse environment. Historically there have been two approaches: a structured, centralized and planned approach and a more loosely defined, department specific approach, in which solutions are developed in a more independent matter. Autonomous projects can result in a range of isolated stove pipe data marts. Naturally each approach has its issues; the visionary approach often struggles with long delivery cycles and lack of reaction time as needs emerge and scope issues arise. On the other hand, the development of isolated data marts leads to stovepipe systems that lack synergy in development. Over time this approach will lead to a so-called data-mart-in-a-box architecture where interoperability and lack of cohesion is apparent, and can hinder the realization of an overall enterprise data warehouse. As an attempt to handle this issue, Ralph Kimball introduced the enterprise bus. == Description == The bus matrix purpose is one of high abstraction and visionary planning on the data warehouse architectural level. By dictating coherency in the development and implementation of an overall data warehouse the bus architecture approach enables an overall vision of the broader enterprise integration and consistency while at the same time dividing the problem into more manageable parts – all in a technology and software independent manner. The bus matrix and architecture builds upon the concept of conformed dimensions, creating a structure of common dimensions that ideally can be used across the enterprise by all business processes related to the data warehouse and the corresponding fact tables from which they derive their context. According to Kimball and Margy Ross's article “Differences of Opinion” "The Enterprise Data warehouse built on the bus architecture ”identifies and enforces the relationship between business process metrics (facts) and descriptive attributes (dimensions)”. The concept of a bus is well known in the language of information technology, and is what reflects the conformed dimension concept in the data warehouse, creating the skeletal structure where all parts of a system connect, ensuring interoperability and consistency of data, and at the same time considers future expansion. This makes the conformed dimensions act as the integration ‘glue’, creating a robust backbone of the enterprise Data Warehouse.
AZFinText
Arizona Financial Text System (AZFinText) is a textual-based quantitative financial prediction system written by Robert P. Schumaker of University of Texas at Tyler and Hsinchun Chen of the University of Arizona. == System == This system differs from other systems in that it uses financial text as one of its key means of predicting stock price movement. This reduces the information lag-time problem evident in many similar systems where new information must be transcribed (e.g., such as losing a costly court battle or having a product recall), before the quant can react appropriately. AZFinText overcomes these limitations by utilizing the terms used in financial news articles to predict future stock prices twenty minutes after the news article has been released. It is believed that certain article terms can move stocks more than others. Terms such as factory exploded or workers strike will have a depressing effect on stock prices whereas terms such as earnings rose will tend to increase stock prices. The AZFinText system analyzes financial news to identify the patterns in how investors react to such specific information. It uses methods like sentiment analysis and term weighting to examine the text of news articles. This system is designed to find price differences that occur when the market responds to news stories. This approach provides an alternative and easier method for predicting stock market movements. == Overview of research == The foundation of AZFinText can be found in the ACM TOIS article. Within this paper, the authors tested several different prediction models and linguistic textual representations. From this work, it was found that using the article terms and the price of the stock at the time the article was released was the most effective model and using proper nouns was the most effective textual representation technique. Combining the two, AZFinText netted a 2.84% trading return over the five-week study period. AZFinText was then extended to study what combination of peer organizations help to best train the system. Using the premise that IBM has more in common with Microsoft than GM, AZFinText studied the effect of varying peer-based training sets. To do this, AZFinText trained on the various levels of GICS and evaluated the results. It was found that sector-based training was most effective, netting an 8.50% trading return, outperforming Jim Cramer, Jim Jubak and DayTraders.com during the study period. AZFinText was also compared against the top 10 quantitative systems and outperformed 6 of them. A third study investigated the role of portfolio building in a textual financial prediction system. From this study, Momentum and Contrarian stock portfolios were created and tested. Using the premise that past winning stocks will continue to win and past losing stocks will continue to lose, AZFinText netted a 20.79% return during the study period. It was also noted that traders were generally overreacting to news events, creating the opportunity of abnormal returns. A fourth study looked into using author sentiment as an added predictive variable. Using the premise that an author can unwittingly influence market trades simply by the terms they use, AZFinText was tested using tone and polarity features. It was found that Contrarian activity was occurring within the market, where articles of a positive tone would decrease in price and articles of a negative tone would increase in price. A further study investigated what article verbs have the most influence on stock price movement. From this work, it was found that planted, announcing, front, smaller and crude had the highest positive impact on stock price. == Notable publicity == AZFinText has been the topic of discussion by numerous media outlets. Some of the more notable ones include The Wall Street Journal, MIT's Technology Review, Dow Jones Newswire, WBIR in Knoxville, TN, Slashdot and other media outlets.
Emotion recognition
Emotion recognition is the process of identifying human emotion. People vary widely in their accuracy at recognizing the emotions of others. Use of technology to help people with emotion recognition is a relatively nascent research area. Generally, the technology works best if it uses multiple modalities in context. To date, the most work has been conducted on automating the recognition of facial expressions from video, spoken expressions from audio, written expressions from text, and physiology as measured by wearables. == Human == Humans show a great deal of variability in their abilities to recognize emotion. A key point to keep in mind when learning about automated emotion recognition is that there are several sources of "ground truth", or truth about what the real emotion is. Suppose we are trying to recognize the emotions of Alex. One source is "what would most people say that Alex is feeling?" In this case, the 'truth' may not correspond to what Alex feels, but may correspond to what most people would say it looks like Alex feels. For example, Alex may actually feel sad, but he puts on a big smile and then most people say he looks happy. If an automated method achieves the same results as a group of observers it may be considered accurate, even if it does not actually measure what Alex truly feels. Another source of 'truth' is to ask Alex what he truly feels. This works if Alex has a good sense of his internal state, and wants to tell you what it is, and is capable of putting it accurately into words or a number. However, some people are alexithymic and do not have a good sense of their internal feelings, or they are not able to communicate them accurately with words and numbers. In general, getting to the truth of what emotion is actually present can take some work, can vary depending on the criteria that are selected, and will usually involve maintaining some level of uncertainty. == Automatic == Decades of scientific research have been conducted developing and evaluating methods for automated emotion recognition. There is now an extensive literature proposing and evaluating hundreds of different kinds of methods, leveraging techniques from multiple areas, such as signal processing, machine learning, computer vision, and speech processing. Different methodologies and techniques may be employed to interpret emotion such as Bayesian networks. , Gaussian Mixture models and Hidden Markov Models and deep neural networks. === Approaches === The accuracy of emotion recognition is usually improved when it combines the analysis of human expressions from multimodal forms such as texts, physiology, audio, or video. Different emotion types are detected through the integration of information from facial expressions, body movement and gestures, and speech. The technology is said to contribute in the emergence of the so-called emotional or emotive Internet. The existing approaches in emotion recognition to classify certain emotion types can be generally classified into three main categories: knowledge-based techniques, statistical methods, and hybrid approaches. ==== Knowledge-based techniques ==== Knowledge-based techniques (sometimes referred to as lexicon-based techniques), utilize domain knowledge and the semantic and syntactic characteristics of text and potentially spoken language in order to detect certain emotion types. In this approach, it is common to use knowledge-based resources during the emotion classification process such as WordNet, SenticNet, ConceptNet, and EmotiNet, to name a few. One of the advantages of this approach is the accessibility and economy brought about by the large availability of such knowledge-based resources. A limitation of this technique on the other hand, is its inability to handle concept nuances and complex linguistic rules. Knowledge-based techniques can be mainly classified into two categories: dictionary-based and corpus-based approaches. Dictionary-based approaches find opinion or emotion seed words in a dictionary and search for their synonyms and antonyms to expand the initial list of opinions or emotions. Corpus-based approaches on the other hand, start with a seed list of opinion or emotion words, and expand the database by finding other words with context-specific characteristics in a large corpus. While corpus-based approaches take into account context, their performance still vary in different domains since a word in one domain can have a different orientation in another domain. ==== Statistical methods ==== Statistical methods commonly involve the use of different supervised machine learning algorithms in which a large set of annotated data is fed into the algorithms for the system to learn and predict the appropriate emotion types. Machine learning algorithms generally provide more reasonable classification accuracy compared to other approaches, but one of the challenges in achieving good results in the classification process, is the need to have a sufficiently large training set. Some of the most commonly used machine learning algorithms include Support Vector Machines (SVM), Naive Bayes, and Maximum Entropy. Deep learning, which is under the unsupervised family of machine learning, is also widely employed in emotion recognition. Well-known deep learning algorithms include different architectures of Artificial Neural Network (ANN) such as Convolutional Neural Network (CNN), Long Short-term Memory (LSTM), and Extreme Learning Machine (ELM). The popularity of deep learning approaches in the domain of emotion recognition may be mainly attributed to its success in related applications such as in computer vision, speech recognition, and Natural Language Processing (NLP). ==== Hybrid approaches ==== Hybrid approaches in emotion recognition are essentially a combination of knowledge-based techniques and statistical methods, which exploit complementary characteristics from both techniques. Some of the works that have applied an ensemble of knowledge-driven linguistic elements and statistical methods include sentic computing and iFeel, both of which have adopted the concept-level knowledge-based resource SenticNet. The role of such knowledge-based resources in the implementation of hybrid approaches is highly important in the emotion classification process. Since hybrid techniques gain from the benefits offered by both knowledge-based and statistical approaches, they tend to have better classification performance as opposed to employing knowledge-based or statistical methods independently. A downside of using hybrid techniques however, is the computational complexity during the classification process. === Datasets === Data is an integral part of the existing approaches in emotion recognition and in most cases it is a challenge to obtain annotated data that is necessary to train machine learning algorithms. For the task of classifying different emotion types from multimodal sources in the form of texts, audio, videos or physiological signals, the following datasets are available: HUMAINE: provides natural clips with emotion words and context labels in multiple modalities Belfast database: provides clips with a wide range of emotions from TV programs and interview recordings SEMAINE: provides audiovisual recordings between a person and a virtual agent and contains emotion annotations such as angry, happy, fear, disgust, sadness, contempt, and amusement IEMOCAP: provides recordings of dyadic sessions between actors and contains emotion annotations such as happiness, anger, sadness, frustration, and neutral state eNTERFACE: provides audiovisual recordings of subjects from seven nationalities and contains emotion annotations such as happiness, anger, sadness, surprise, disgust, and fear DEAP: provides electroencephalography (EEG), electrocardiography (ECG), and face video recordings, as well as emotion annotations in terms of valence, arousal, and dominance of people watching film clips DREAMER: provides electroencephalography (EEG) and electrocardiography (ECG) recordings, as well as emotion annotations in terms of valence, dominance of people watching film clips MELD: is a multiparty conversational dataset where each utterance is labeled with emotion and sentiment. MELD provides conversations in video format and hence suitable for multimodal emotion recognition and sentiment analysis. MELD is useful for multimodal sentiment analysis and emotion recognition, dialogue systems and emotion recognition in conversations. MuSe: provides audiovisual recordings of natural interactions between a person and an object. It has discrete and continuous emotion annotations in terms of valence, arousal and trustworthiness as well as speech topics useful for multimodal sentiment analysis and emotion recognition. UIT-VSMEC: is a standard Vietnamese Social Media Emotion Corpus (UIT-VSMEC) with about 6,927 human-annotated sentences with six emotion labels, contributing to emotion recognition research in Vietnamese