Trying to pick the best AI writing assistant? An AI writing assistant is software that uses machine learning to help you get more done — it scales effortlessly from a single task to thousands. The best picks balance beginner-friendly simplicity with the depth power users need, and they ship updates often. Whether you are a beginner or a pro, the right AI writing assistant slots into your workflow and pays for itself fast. Read on for hands-on impressions, pricing tiers, and the standout features that matter.
Scenery generator
A scenery generator (or terrain generator) is a software used to create landscape images, 3D models, and animations. These programs often use procedural generation to generate the landscapes, or sometimes created and rendered by a 3D artist. These programs are often used in video games or movies. Basic elements of landscapes created by scenery generators include terrain, water, foliage, and clouds. The process for basic random generation uses a diamond square algorithm. == Common features == Most scenery generators can create basic heightmaps to simulate the variation of elevation in basic terrain. Common techniques include Simplex noise, fractals, or the diamond-square algorithm, which can generate 2-dimensional heightmaps. A version of scenery generator can be very simplistic. Using a diamond-square algorithm with some extra steps involving fractals, an algorithm for random generation of terrain can be made with only 120 lines of code. The program in example takes a grid and then divides the grid repeatedly. Each smaller grid is then split into squares and diamonds and the algorithm then makes the randomized terrain for each square and diamond. Most programs for creating landscapes also allow for adjustment and editing of the landscape. For example, World Creator allows for terrain sculpting, which uses a similar brush system as Photoshop, and allows for additional terrain enhancement with its procedural techniques such as erosion, sediments, and more. Other tools in the World Creator program include terrain stamping, which allows you to import elevation maps and use them as a base. The programs tend to also allow for additional placement of rocks, trees, etc. These can be done procedurally or by hand depending on the program. Typically the models used for the placement objects are the same as to lessen the amount of work that would be done if the user was to create a multitude of different trees. The terrain generated the computer does a generation of multifractals then integrates them until finally rendering them onto the screen. These techniques are typically done “on-the-fly” which typically for a 128 × 128 resolution terrain would mean 1.5 seconds on a CPU from the early 1990s. == Applications == Scenery generators are commonly used in movies, animations, 3D rendering, and video games. For example, Industrial Light & Magic used E-on Vue to create the fictional environments for Pirates of the Caribbean: Dead Man's Chest. In such live-action cases, a 3D model of the generated environment is rendered and blended with live-action footage. Scenery generated by the software may also be used to create completely computer-generated scenes. In the case of animated movies such as Kung Fu Panda, the raw generation is assisted by hand-painting to accentuate subtle details. Environmental elements not commonly associated with landscapes, such as ocean waves, have also been handled by the software. Scenery generation is used in most 3D based video-games. These typically use either custom or purchased engines that contain their own scenery generators. For some games they tend to use a procedurally generated terrain. These typically use a form of height mapping and use of Perlin noise. This will create a grid that with one point in a 2D coordinate will create the same heightmap as it is pseudorandom, meaning it will result in the same output with the same input. This can then easily be translated into the product 3D image. These can then be changed from the editor tools in most engines if the terrain will be custom built. With recent developments neural networks can be built to create or texture the terrain based on previously suggested artwork or heightmap data. These would be generated using algorithms that have been able to identify images and similarities between them. With the info the machine can take other heightmaps and render a very similar looking image to the style image. This can be used to create similar images in example a Studio Ghibli or Van Gogh art-style. == Software == Most game engines, whether custom or proprietary, will have terrain generation built in. Some terrain generator programs include, Terragen, which can create terrain, water, atmosphere and lighting; L3DT, which provides similar functions to Terragen, and has a 2048 × 2048 resolution limit; and World Creator, which can create terrain, and is fully GPU powered. === List of 3D terrain generation software ===
Digital cinema
Digital cinema is the digital technology used within the film industry to distribute or project motion pictures as opposed to the historical use of reels of motion picture film, such as 35 mm film. Whereas film reels have to be shipped to movie theaters, a digital movie can be distributed to cinemas in a number of ways: over the Internet or dedicated satellite links, or by sending hard drives or optical discs such as Blu-ray discs, then projected using a digital video projector instead of a film projector. Typically, digital movies are shot using digital movie cameras or in animation transferred from a file and are edited using a non-linear editing system (NLE). The NLE is often a video editing application installed in one or more computers that may be networked to access the original footage from a remote server, share or gain access to computing resources for rendering the final video, and allow several editors to work on the same timeline or project. Alternatively a digital movie could be a film reel that has been digitized using a motion picture film scanner and then restored, or, a digital movie could be recorded using a film recorder onto film stock for projection using a traditional film projector. Digital cinema is distinct from high-definition television and does not necessarily use traditional television or other traditional high-definition video standards, aspect ratios, or frame rates. In digital cinema, resolutions are represented by the horizontal pixel count, usually 2K (2048×1080 or 2.2 megapixels) or 4K (4096×2160 or 8.8 megapixels). The 2K and 4K resolutions used in digital cinema projection are often referred to as DCI 2K and DCI 4K. DCI stands for Digital Cinema Initiatives. As digital cinema technology improved in the early 2010s, most theaters across the world converted to digital video projection. Digital cinema technology has continued to develop over the years with RealD 3D, IMAX, RPX, 4DX, Dolby Cinema, and ScreenX, allowing moviegoers more immersive experiences. == History == The transition from film to digital video was preceded by cinema's transition from analog to digital audio, with the release of the Dolby Digital (AC-3) audio coding standard in 1991. Its main basis is the modified discrete cosine transform (MDCT), a lossy audio compression algorithm. It is a modification of the discrete cosine transform (DCT) algorithm, which was first proposed by Nasir Ahmed in 1972 and was originally intended for image compression. The DCT was adapted into the MDCT by J.P. Princen, A.W. Johnson and Alan B. Bradley at the University of Surrey in 1987, and then Dolby Laboratories adapted the MDCT algorithm along with perceptual coding principles to develop the AC-3 audio format for cinema needs. Cinema in the 1990s typically combined analog photochemical images with digital audio. Digital media playback of high-resolution 2K files has at least a 20-year history. Early video data storage units (RAIDs) fed custom frame buffer systems with large memories. In early digital video units, the content was usually restricted to several minutes of material. Transfer of content between remote locations was slow and had limited capacity. It was not until the late 1990s that feature-length films could be sent over the "wire" (Internet or dedicated fiber links). On October 23, 1998, Digital light processing (DLP) projector technology was publicly demonstrated with the release of The Last Broadcast, the first feature-length movie, shot, edited and distributed digitally. In conjunction with Texas Instruments, the movie was publicly demonstrated in five theaters across the United States (Philadelphia, Portland (Oregon), Minneapolis, Providence, and Orlando). === Foundations === In the United States, on June 18, 1999, Texas Instruments' DLP Cinema projector technology was publicly demonstrated on two screens in Los Angeles and New York for the release of Lucasfilm's Star Wars Episode I: The Phantom Menace. In Europe, on February 2, 2000, Texas Instruments' DLP Cinema projector technology was publicly demonstrated, by Philippe Binant, on one screen in Paris for the release of Toy Story 2. From 1997 to 2000, the JPEG 2000 image compression standard was developed by a Joint Photographic Experts Group (JPEG) committee chaired by Touradj Ebrahimi (later the JPEG president). In contrast to the original 1992 JPEG standard, which is a DCT-based lossy compression format for static digital images, JPEG 2000 is a discrete wavelet transform (DWT) based compression standard that could be adapted for motion imaging video compression with the Motion JPEG 2000 extension. JPEG 2000 technology was later selected as the video coding standard for digital cinema in 2004. In 1992, Hughes-JVC was founded by JVC and Hughes Electronics to develop ILA (Image Light Amplifer) digital video projectors for commercial movie theaters using liquid crystal on silicon (LCOS) technology. In 1997, JVC introduced D-ILA (Direct-Drive ILA) technology with a 2K resolution digital video projector. In 2000, JVC introduced a 4K resolution video projector using D-ILA technology. === Initiatives === On January 19, 2000, the Society of Motion Picture and Television Engineers, in the United States, initiated the first standards group dedicated to developing digital cinema. By December 2000, there were 15 digital cinema screens in the United States and Canada, 11 in Western Europe, 4 in Asia, and 1 in South America. Digital Cinema Initiatives (DCI) was formed in March 2002 as a joint project of many motion picture studios (Disney, Fox, MGM, Paramount, Sony Pictures, Universal and Warner Bros.) to develop a system specification for digital cinema. The same month it was reported that the number of cinemas equipped with digital projectors had increased to about 50 in the US and 30 more in the rest of the world. In April 2004, in collaboration with the American Society of Cinematographers, DCI created standard evaluation material (the ASC/DCI StEM material) for testing of 2K and 4K playback and compression technologies. DCI selected JPEG 2000 as the basis for the compression in the system the same year. Initial tests with JPEG 2000 produced bit rates of around 75–125 Mbit/s for 2K resolution and 100–200 Mbit/s for 4K resolution. === Worldwide deployment === In China, in June 2005, an e-cinema system called "dMs" was established and was used in over 15,000 screens spread across China's 30 provinces. DMs estimated that the system would expand to 40,000 screens in 2009. In 2005, the UK Film Council Digital Screen Network launched in the UK by Arts Alliance Media creating a chain of 250 2K digital cinema systems. The roll-out was completed in 2006. This was the first mass roll-out in Europe. AccessIT/Christie Digital also started a roll-out in the United States and Canada. By mid-2006, about 400 theaters were equipped with 2K digital projectors with the number increasing every month. In August 2006, the Malayalam digital movie Moonnamathoral, produced by Benzy Martin, was distributed via satellite to cinemas, thus becoming the first Indian digital cinema. This was done by Emil and Eric Digital Films, a company based at Thrissur using the end-to-end digital cinema system developed by Singapore-based DG2L Technologies. In January 2007, Guru became the first Indian film mastered in the DCI-compliant JPEG 2000 Interop format and also the first Indian film to be previewed digitally, internationally, at the Elgin Winter Garden in Toronto. This film was digitally mastered at Real Image Media Technologies in India. In 2007, the UK became home to Europe's first DCI-compliant fully digital multiplex cinemas; Odeon Hatfield and Odeon Surrey Quays (in London), with a total of 18 digital screens, were launched on 9 February 2007. By March 2007, with the release of Disney's Meet the Robinsons, about 600 screens had been equipped with digital projectors. In June 2007, Arts Alliance Media announced the first European commercial digital cinema Virtual Print Fee (VPF) agreements (with 20th Century Fox and Universal Pictures). In March 2009, AMC Theatres announced that it closed a $315 million deal with Sony to replace all of its movie projectors with 4K HDR digital projectors starting in the second quarter of 2009; it was anticipated that this replacement would be finished by 2012. As digital cinema technology improved in the early 2010s, most theaters across the world converted to digital video projection. In January 2011, the total number of digital screens worldwide was 36,242, up from 16,339 at end 2009 or a growth rate of 121.8 percent during the year. There were 10,083 d-screens in Europe as a whole (28.2 percent of global figure), 16,522 in the United States and Canada (46.2 percent of global figure) and 7,703 in Asia (21.6 percent of global figure). Worldwide progress was slower as in some territories, particularly Latin America and Africa. As of 31 March 2015, 38,719 screens (out of a total of 3
Web content development
Web content development is the process of researching, writing, gathering, organizing, and editing information for publication on websites. Website content may consist of prose, graphics, pictures, recordings, movies, or other digital assets that could be distributed by a hypertext transfer protocol server, and viewed by a web browser. == Web developers and content developers == When the World Wide Web began, web developers either developed online content themselves, or modified existing documents and coded them into hypertext markup language (HTML). In time, the field of website development came to encompass many technologies, so it became difficult for website developers to maintain so many different skills. Content developers are specialized website developers who have content generation skills such as graphic design, multimedia development, professional writing, and documentation. They can integrate content into new or existing websites without using information technology skills such as script language programming and database programming. Content developers or technical content developers can also be technical writers who produce technical documentation that helps people understand and use a product or service. This documentation includes online help, manuals, white papers, design specifications, developer guides, deployment guides, release notes, etc. == Search engine optimization == Content developers may also be search engine optimization specialists, or internet marketing professionals. High quality, unique content is what search engines are looking for. Content development specialists, therefore, have a very important role to play in the search engine optimization process. One issue currently plaguing the world of web content development is keyword-stuffed content which are prepared solely for the purpose of manipulating search engine rankings. The effect is that content is written to appeal to search engine (algorithms) rather than human readers. Search engine optimization specialists commonly submit content to article directories to build their website's authority on any given topic. Most article directories allow visitors to republish submitted content with the agreement that all links are maintained. This has become a method of search engine optimization for many websites today. If written according to SEO copywriting rules, the submitted content will bring benefits to the publisher (free SEO-friendly content for a webpage) as well as to the author (a hyperlink pointing to his/her website, placed on an SEO-friendly webpage). == New content types == Web content is no longer restricted to text. Search engines now index audio/visual media, including video, images, PDFs, and other elements of a web page. Website owners sometimes use content protection networks to scan for plagiarized content.
Data plan
A data plan is a subscription plan from a cellular or other mobile service provider to provide internet data and connectivity. == Formatting == Data plans are usually created by a contract between the telecommunications carrier and the user of their service. This contract outlines a maximum amount of usable data, usually highlighted in either megabytes or gigabytes, allotted per month for the user. In most cases companies will allow a user to surpass the amount of data allowed in the contract, however, will have to pay a per-gigabyte fee, ranging anywhere from five to fifteen U.S. dollars. === Popularization of unlimited plans === Unlimited data plans have seen a large increase in usage by consumers since their initial introduction by U.S. network T-Mobile. These plans, instead of setting an overall maximum for the user, have an amount set-up that, when surpassed, will slow the speed of the network for that user. Unlimited plans typically cost significantly more than the traditional shared data plans, which is a major reason that carriers have set large boundaries and fees. The limits imposed on unlimited plans are designed to fight against attempts to misuse the network, such as a DDoS attack, but are more commonly reasoned as a method to increase the number of people that can use one tower simultaneously. === Data speed changes === When a network is near reaching peak capacity data speeds may be slowed down by carriers as part of most major telecom contracts. This, as stated previously, allows for more people to be utilizing one tower, reducing needed capital for the company. Since speed changes are allowed at the company's will, the user has no official guarantee of speed on most major networks. === Costs brought upon by additional data === In many cases both the user and carrier have to incur additional costs when a user utilizes more of a given data package, which has helped in the proliferation of data caps and other forms of shared data plans. Most of the charges that the carrier has to incur for additional data usage is partially or fully given to the user of the network. ==== Users ==== Users are required to pay flat-rate additional fees that occur when they go above the amount of data given to them in their contract, utility, or prepaid plan. The cost per gigabyte of this fee is usually higher than what the contract itself offers, which discourages users from over-utilizing data and incurring a charge for the carrier. Certain contracts, which do not offer paying additional fees for an increase in data, may result in a shutdown of service, or in extremely rare cases, termination of the service as a whole. ==== Carriers ==== Carriers incur costs for additional data usage, as it limits the number of customers, and associated contracts, that they can handle on one network. Creating more cell phone towers in a given area would be costly, and largely useless until particular spikes in traffic. When the peak usable amount of one tower is reached, it may cause negative public relations towards the reliability of the corporation as a whole.
D/Vision Pro
D/Vision Pro was one of the earliest marketed non-linear editing systems. It was released by TouchVision Systems, Inc. in the mid-1990s. The program was DOS-based and worked on either Intel's 386 or 486 processor. The system used AVI compression and worked with the Action Media II board. The system allowed users to digitize video, audio, and timecode, create an edit decision list (EDL), instantly play back the edited program, and output the finished EDL in a wide variety of formats. These cost-effective editing systems were used by numerous independent filmmakers and in low-budget productions during the mid-late 1990s. D/Vision Pro's low-quality compression led TouchVision (later renamed D/Vision Systems) to abandon it in favor of D/Vision Online, which was purchased by Discreet Logic and renamed edit. In June 2002, Discreet discontinued edit, as they did not want it to interfere with smoke sales which were more profitable. Discreet was later purchased by Autodesk.
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.