We are all teachers, and we always teach what we know [Shirley MacLaine (actress), on receiving the Cecil DeMille Lifetime award, January 1998]
. If the information is used for an action, as enrolling in CS99I, the state of the world is changed, and hence the observed data have to be updated. We now have a data loop, As we handle more data we create useful abstractions, perhaps that CS freshman seminars are rarely filled. This rule then becomes knowledge for later reuse, or for transmittal to fellow students. Knowledge, being general, is more compact than data: the list of all CS freshman seminars.
Teaching is concerned with transmission of knowledge. In order to
substantiate the knowledge, teachers often use factual examples, since
those can be verified by the students. Knowledge is powerful, but
often less precise. There are some buildings at Stanford which do not
have red roofs, but that will not confuse the pilot as long as it is
largely true, and a distinction with respect to other neighborhoods in
the San Francisco Peninsula.
.
One difference in Entertainment and Education been in support, and
that has made a difference in presentation:
In the electronic word
collecting fees becomes more difficult, we will deal with these
business aspects in the Chapter on Electronic
Commerce. The enormous and accelerating advances in technology in the past
century have brought many benefits to nearly everyone, particularly in
the industrialized nations. While this advance can be expected to
continue unabated, in order to accrue a corresponding increase in
benefit, it is necessary to concentrate more specifically on the one
unchanging key component of every system: The human being. The
fundamental human characteristics of memory capacity, input and output
bandwidths etc., are essentially unchangeable. What can and must be
improved and maintained is the skill set with which each person is
equipped. This requires more effective education at all levels,
improved job specific skill-based training and comprehensive
accessibility of Lifelong Learning resources that will enable each
person to maintain and develop the skills necessary to live and work
successfully in an environment of constantly changing demands and
opportunities. The classical model of education and training is
based on direct communication between a teacher and the student or
students. To be effective this has demanded small groups of students,
physically collocated with the teacher. Recent adoption of TV
broadcasts has effectively enlarged the size of the class that can be
addressed by one teacher by electronically expanding the classroom to
include the locations served by the receiving sites. Despite the
significant advantage TV has brought, the model is fundamentally
unchanged: one teacher providing instruction to a number of students
in real time. The use of video recording technology allows a student
to "attend class" in a delayed time mode, but the teacher-classroom
model remains essentially intact. There have also been other
successful applications of technology to the education and training
process, but the overwhelming majority of ETLL providers remain
entrenched in the classic model, or introduce slight variations to
it. The demands of true lifelong learning for all citizens can
only be met by application of digital processing and advanced
communications technologies that will enable substantive,
individualized training and education to be delivered on-demand, at
affordable costs, anywhere in the country and any time of the day or
night. It is time to replace the classical ETLL model with one that allows
the individual to pursue new knowledge and skills in a manner that
places the location, content and timing of the process fully under his
or her control. The power and rapidly increasing availability of
computers and digital communications now make it possible to realize
this new model. Because the classical model is so entrenched, the
change to a new concept will encounter scepticism and resistance on
the part of many potential users as well as some established education
and training institutions. Overcoming these obstacles will require
careful planning, combined with compelling pilot implementations that
clearly demonstrate effectiveness, usability and economic advantage of
the new approach. Effective planning to bring HPCC technology to bear
on the ETLL challenge will require partnership with practitioners of
the "soft sciences" who are expert in the areas of job and personal
skill assessments (industrial psychologists). It will also be
necessary to bring technological expertise together with educational
psychologists and practicing teachers and trainers, both to learn how
best to apply technology to the teaching/learning process and to
assist the practitioners in developing confidence in its efficacy.
There is also a major need for the technological community to reduce
the amount of specialized knowledge necessary to access and employ
applications designed to benefit education and training professionals
and individuals pursuing independent learning objectives. A significant computational challenge is presented by the need to
more carefully define the skills needed to perform real job functions,
assess the level of relevant skills in employees and applicants, and
define the course modules necessary to make up the difference. The
skill assessment work that is being done today is still largely a
craft, performed by highly trained professionals without significant
technological support. As a result it does not scale to the nationwide
application that is necessary in order for the new, skill based ETLL
model to become a reality. These processes need to be automated, which
will require programs that are capable of dealing with large amounts
of information and perform processing that can deal with and resolve
the ambiguities that still plague the "soft sciences." Probabilistic
rather than deterministic processing will be necessary, suggesting the
need for Artificial Intelligence or "Fuzzy Logic" applications. To
automate and scale the current "expert" processes will demand both
sophisticated software and high capacity, high speed computational
hardware. One of the principal advantages that digital technology can bring to
the ETLL process is the ability for the student to "learn by doing" in
simulated environments. Simulations have the advantage that they are
safer and less expensive than the actual experience, and can be more
controlled in ways that will optimize the learning process. Creating
simulations of this quality will place large computational demands,
particularly in those cases where the simulation itself must be
capable of being reproduced on platforms that are inexpensive enough
to be commonplace in the home or office. Information processing:
The challenge confronting information processing stems largely from
the scale and variety of the ETLL problem. Skill requirements for
virtually any job need to be kept current and readily available to
industry and individuals. Each individual needs to be able to assess
his or her own skills in terms of a standard metric and use that
assessment to make personal career or ETLL decisions. These personal
data must be afforded security such that they are accessible only to
those with a legitimate right to them, yet must be easily shared among
those with a valid need as determined by the data owner. The
interface between the individual and stored courseware modules
(e.g. simulations) must facilitate the identification and presentation
of the desired ETLL modules with minimal demand for specialized
technical knowledge or skills. The Information processing system must
also keep track of the ETLL records of millions of individuals and
maintain currency of skill databases and skill-based ETLL course
modules stored in simultaneous multiple locations on the network. The
information processing system and must enable course modules to be
selected from competitive offerings, acquired and paid for
electronically (using electronic commerce processes).
Communications: A new, technology based model of ETLL will require
multiple concurrent access to training opportunities from anywhere in
the country. This can only be accomplished through ubiquitous and
reliable broadband communications, that can move the educational and
training materials to the student on demand. Because some of these
materials may consist of simulations or video segments, the bandwidth
requirements, at least in the users local environment. will be large
(several megahertz), however, movement of the modules into storage in
the local environment could occur at slower rates than those required
for presentation to the student. In many learning situations and for
many learners, peer interaction is a valuable part of the learning
process. Consequently the communications systems must support
one-to-one and one-to-many communications, both in real time and
delayed mode, at the option of the student (or mentor/teacher, where
appropriate). In most cases, simple audio or email style
communications will probably suffice; however, there will probably be
occasions when true video conferencing will be essential to the
learning process, and must consequently be supported. For certain
users and in certain circumstances it can also be anticipated that
mobile or portable communications will be used in ETLL
applications. Storage: Large amounts of information storage capacity
will be required to house the numerous multimedia course modules that
will be necessary to realize the vision of ETLL available to anyone
anywhere at any time. For reliability and to avoid frequent overload
of long distance telecommunications, several large "warehouse" storage
facilities serving population centers or geographical regions will
probably be needed. The course modules in the various servers will
largely be the same, and it will be necessary to ensure that any
updates to course modules are made to all copies of those modules
regardless of the location of the servers housing them. (It can be
anticipated that regional warehouses will contain some course modules
that are only of interest to the local population and which would
consequently not be replicated in other warehouses.) High level interest in both the legislative and executive branch
has stimulated vigorous activity in the ETLL area in virtually all
government agencies: The Office of Science and Technology Policy
Special Assistant for Education and Training is actively promoting
technology based training and coordinating the activities of
interdisciplinary working groups and committees The Department of
Education is logically the focus of much of the current effort,
particularly in the K-12 area. The establishment of a specific office
for Educational Technology demonstrates the strength of their
commitment, as does the intensity of their efforts to assist the State
education agencies in adopting modern technology in their school
systems. The Department of Labor, in line with the creation of the
Skill Standards Board, has begun a process that will allow trainers,
educators and individuals to specifically identify the skills required
for success on the job. The Department of Commerce, through the NTIA, is currently in the
process of reviewing grant applications in anticipation of awarding
millions of dollars worth of grants to support technology planning
activities in the various states. The National Science Foundation
continues to support educational research and development through
grants and has also supported development of technology based
courseware in the Math and Science areas. NASA actively supports K-12 education, placing resource material on the Internet for access by students doing school assignment and projects. Like the NASA, the Department of Energy maintains instructional material available to students over the Internet. As with the NASA offerings, The DOE materials receive high praise from the teachers whose students have been able to use them. The Department of Agriculture fosters distance learning through the
Land Grant Colleges, and Americans Communicating Electronically. The
Department of Defense has been very active in use of simulation and
networks for training purposes, and is in dialogue with non-defense
agencies with the goal of making appropriate learning modules
available to the civilian population. NSA, in concert with other
federal agencies, has joined with a group of industrial onsumers of
job related training, forming a consortium to pilot applications of
Job Skills Analysis leading to certified technology based training
modules to develop or enhance needed skills. Included in this
effort is the establishment of the non-profit American Training
Standards Institute to coordinate and manage the skills assessment and
course module certification processes. Here's a response I sent to Paul Losleben last week around the
"education on-demand" concept and some approaches we are working on to
deliver Stanford programming to industry. I've had a response >From
Ullman, Tobagi and Harris and will be following up with them in the
near future. I wanted to respond to your recent message regarding on-demand
education. Based on our discussions with engineering and
education/training managers at SITN's member companies you're right on
target. What we're hearing is that practicing engineers, and the
companies that pay for their education, want "control" of the teaching
and learning. They want control over the place and time (ideally at
the desktop or even at home), pace, and even the scope and sequence of
the material --- and not be constrained by the barriers imposed by the
traditional on-campus class. If you wish, I can send you an outline
of our assessment of the industry environment and engineering
education. The idea of smaller increments of instruction is something
SITN has been working on with Stanford faculty in the development of
non-credit short courses. These are programs that average five hours
in length and are typically broken into one hour increments. The
programs are taped and offered as a five hour course on satellite and
on video tape. In the future these courses could be divided up and
offered as modules available on-line from video servers. The products
(including regular 30 hour courses designed to be broken into stand
alone modules) could also be converted into CD-ROMs with the entire
course indexed for easy access. In fact, we have developed a CD-ROM
demo of a repurposed engineering class that might serve as a model for
future development. Stanford faculty have offered about 15 short courses over the last 20
months in a range of engineering disciplines. Examples include: C++
(Cheriton), Digital Circuits (DeMicheli), T-CAD (Dutton), Composites
(Tsai), Cryptography (Hellman), Turbulence Modeling (Bradshaw) and
Design for Assembly (Barkan). Our target is to have at least one of
these a month, eventually ratcheting it up to three a month using both
Stanford faculty and distinguished industry experts. As Jeff Ullman alluded to in his recent note, a few of us (Jeff, Fouad
Tobagi, Dale Harris, Dwain Fullerton et al) have been trying to figure
a way to run an experiment to get some of the School's televised
classes and short courses available to customers on-demand using video
servers. With the real possibility of some resources to get this idea
started (and Gibbons endorsement), I suggest those who are interested
gather to talk about next steps. It would probably make sense to have
a few potential industry customers in attendance at one of these
sessions so that they can provide a reality check about what we have
in mind-they are the ones who are going to pay to receive the
programming. For example, Hewlett-Packard's corporate engineering
education group is currently delivering our 250 courses to the
workstation as a live signal, but they are very interested in having a
menu driven "pull" system. Their idea is to have SITN repurpose
existing video product into smaller increments so that an H-P engineer
can "pull" modules of instruction or information when and where
needed. I know H-P would have an interest in discussing this concept
with Stanford engineering faculty. Since H-P represents over 50% of
the School's external engineering education business we should listen
to their suggestions. H-P and other SITN companies might also have
resources they wish to add to the mix. Gio, we describe below some ideas regarding data base tools to capture
the value added to data during a collaboration session involving a
distributed team supported by electronic collaboration tools-the
collaboratory. These ideas would augment our ongoing collaboratory
development, however, data base activities are not now supported. I
will look forward to your reaction and guidance as to how to proceed.
Best wishes, and warm regards, Bob Both entertainment and education require high transmission
bandwidth. There are two components to this issue:
Fig. Data-Loop:
Updating of Data and Knowledge ENTEDU.Support
0
Both domains seek support of benefactors, since taxes and receipts
often fall short of costs. Entertainment, when it can claim benefits
for the public good, as Public Broadcasting (PBS) and symphony
orchestras, seeks tax support, and many of the best educational
institutions levy substantial fees.ENTEDU.History
Both entertainment and education have a long history, and we will make only some points that relate to the electronic highways.
ENTEDU.History.minstrels
Distribution of information by wandering individuals.
ENTEDU.History.colleges
Distribution and generation of information by groups.
ENTEDU.History.broadcasting
Distribution of information by dissemination.
Teaching
Shows
ENTEDU.Functions
[[copied material, to be massively edited for content ]]
NATIONAL CHALLENGE: Education, Training and Lifelong learning (ETLL) Education "White Paper"
The Challenge.
The Task
Role of computation, information processing, storage and communications in modernizing Education, Training and Lifelong learning.
Computation:
Relationship of this HPCC/IITA National Challenge activity to those of
other agency activities.
ENTEDU.Functions.broadcast
ENTEDU.Functions.multicast
ENTEDU.Functions.on-demand
Andy DiPaolo
Assistant Dean, School of
Engineering
--------------------------------------------------------------------
Paul,
ENTEDU.Functions.feedback
ENTEDU.Functions.collaboratory
ENTEDU.Technology
The material we deal with in entertainment and education contains text, images, and today often voice and video as well. Smell is still rare. For each of those data representations there are a variety of technological issues and solutions. We will deal with them individually here, but must keep in mind that in the end an integrated presentation is desired, where text, images, voice, and video are synchronized. Achieving such a synchronization in the shared communication lines of the Internet is still a major challenge.
The mass media in Japan is placing heavy coverage on information about multimedia. Seminars, symposia, and expositions on this theme are being held with incredible frequency and numerous books, ranging from educational primers to fairly specialized works, are being published. To say that Japan is now in the midst of multimedia fever is indeed no exaggeration.
Hyperbole and exaggerated extrapolations are everywhere, as in the US. The multimedia excitement significantly overlaps that associated with the Internet, on which four books appeared in bookstores here last week. Several ministries are competing for major control of this new technology, including the Ministry of Posts and Telecommunications (MOPT, but usually abbreviated MPT), and the Ministry of International Trade and Industry (MITI), but also including others such as the Ministry of Construction, and the Ministry of Education (Mombusho). Japan is not alone in Asia in getting involved in multimedia. Recently, the Korean Daewoo Electronics Company announced that it would invest US$2B over the next ten years in various multimedia services and equipment and will get involved in cable and satellite broadcasting, the production of compact discs and CD-ROM software, electronic printing, films and theaters, with an intention of being one of the world's leading multimedia companies by 2015. Daewoo's plans begin with the establishment of the Daewoo Cinema Network for CA-TV, and will follow with satellite broadcasting, HDTV, etc. DKK]
The video game equipment sector is also looking ahead by putting a steady stream of CD-ROM players, designed for the future multimedia age, on the market. Companies are employing animation compression technologies in the production of all of these game machines, whose high functionality, designed for the multimedia era, is used as a selling point.
Appliance manufacturers are also selling home video CD players with simple, built-in interactive functions while personal computers equipped with CD-ROM drives, or, "multimedia PCs," that have recently entered the market are becoming the mainstream type of equipment.
The direct impetus for this multimedia boom was US Vice President Al Gore's announcement in September 1993 of an action plan for the construction of an "information superhighway" that would use new infrastructure to raise educational, medical, and other social welfare levels by the year 2010. This had a tremendous impact on Japan. The average person had considered multimedia something indistinct and in the distant future, but it had suddenly begun to take shape in Japan.
The first wave of media applications, i.e., those that simply copy and store multi-media objects, will be followed by a second wave of computation-intensive applications-that actively process the media-based information. These applications extend the requirement for `video to the desktop' to a more general requirement for `media to the application'.
The ViewStation architecture embodies a software-oriented approach that supports this `media to the application' paradigm. Our programming environment makes the raw media data, e.g., the actual video pixels and audio samples, accessible to the applications.
We have derived a set of architectural guidelines and have constructed an integrated system that supports media-intensive applications. The principal components of our `stack' are:
Garson emphasized the difficulties of transmitting images over the networks-a full page image, uncompressed, could take 2 hours to transmit at 1200 baud, 14 minutes at 9600, 2.4 minutes at 56000, and 5 seconds on a T1 line.
BERND WOLFINGER
Hamburg University, Germany
Computer Science Department
berndw@icsi.berkeley.edu
"Efficiency of PET and MPEG Encoding for Video Streams:
Analytical QoS Evaluations"
A promising solution in the transmission of video streams via
communication networks is to use forward error control in order to
mask some of the transmission errors and data losses at the receiving
side. The redundancy required, however, to achieve error correction
without retransmissions will consume some transmission capacity of a
network therefore possibly enforcing stronger compression of the video
stream to be transmitted.
In this talk we introduce analytical models which allow us to determine the expected frame loss probability of MPEG encoded video streams assuming communication via constant bit rate (CBR) virtual circuits with data losses and/or unrecoverable transmission errors. The models can be used to compare the quality-of-service (QoS) as observed on Application Layer for encoding schemes without and with forward error control, possibly making use of different prioritization of transmitted data units (in particular applying PET encoding algorithm as designed at ICSI). The talk covers preliminary results and is conceived as a forum for critical discussions on the approach chosen.
Advanced Multimedia Database Tools to Support
Distributed Scientific Team Analysis and Collaboration.
INVESTIGATORS
Elke A. Rundensteiner
Assistant Professor
Software Systems Research Laboratory
Electrical Engineering and Computer Science Dept.
The University of Michigan
Ann Arbor, Michigan 48109-2122
Phone: (313) 936-2971
Fax: (313)
Email: rundenst@eecs.umich.edu
Robert Clauer
Research Scientist
Atmospheric, Oceanic and Space Sciences Department
Ann Arbor, Michigan 48109-2143
Email: clauer@pitts.sprl.umich.edu
Jason Daida
Terry Weymouth
Atul Prakash
We would like to design, implement, test, and distribute a software tool-kit that supports data analysis by a geographically distributed science group.
Our vision, and the purpose of our proposal, is to enable a distributed team of scientists to work together with their data in a more productive fashion. The distributed scientific team will be supported by an emerging electronic infrastructure called the National Information Infrastructure (NII) and new object-oriented multimedia database technologies. Building upon collaboration tools being developed under separate NSF support for ground-based science (NSF Upper Atmosphere Research Collaboratory, or UARC), we propose to leverage off this NSF project to implement a distributed team collaboration facilitator.
To create the facilitator, we will design and implement the software technology for researchers to jointly interact with data, add annotation and discussion that can be accumulated, retrieved, edited, added to, using distributed multimedia database technology. Key technologies will include distributed database tools to support archiving collaboration sessions, as well as the retrieving and updating of these sessions. The proposed suite of software tools would thus support the team analysis process from initial data collection all the way through the publication of new results and knowledge.
We will utilize the existing Upper Atmospheric Research Collaboratory (UARC) collaboration tools developed through NSF support. We will augment the UARC collaboration tools with object-oriented, multi-media, data base tools to capture information from collaboration sessions. We will design and implement the software technology for researchers to jointly interact with data, add annotation and discussion that can be accumulated, retrieved, edited, added to, using distributed multimedia database technology. Key technology will include distributed database tools to support archival of collaborations sessions and retrieval and update of these sessions. The proposed suite of software tools would thus support the team analysis process from initial quick-look data all the way through publication of new results and knowledge.
By providing a basic collaboration framework, we envision each member of a research team to be able to:
Members of the research team will be linked electronically through their workstations, utilizing shared data display windows, typed and voice dialogue, shared drawing tools and annotation upon the data. The dialogue, discussion, annotation and drawings which result from such collaboration sessions form a new type of dynamic metadata which should be saved in a multimedia object-oriented data base system. Note that our usage of the term metadata does not simply refer to descriptive data about the raw scientific data, as commonly assumed in the community, but rather we are targeting truly diverse multimedia data including hand drawn sketches representing graphical interpretations of phenomena observed on the scientific data, general conversations about the type of scientific observations or even the scientific process in general. Such multimedia objects must be synchronized with the scientific data being investigated, in addition to establishing possibly complex interrelationships among different types and groups of multimedia annotations.
In short, we will employ state-of-the art digital library technology to achieve this level of collaboration support for scientific processes, consisting of the following components:
The proposed research into constructing distributed multimedia object-oriented database tools supporting scientific collaborations will clearly make a major impact on the ease with which scientists- distributed geographically among several institutions-can advance in their scientific interactions to generate publications of the studied data. Facilitating teams of investigators to collaboratively study science data should increase their productivity. More importantly, however, while the collection of 'raw' scientific data is important in general, the collection of interpretations of such scientific data by 'the' experts will be a true valued-added asset. Note that the augmentation of the archived science data sets with valued-added interpretations generated by 'the' experts of the data will be a natural by-product of their scientific studies, rather than requiring a pain-staking effort by the scientists in documenting their findings. Indeed, documentation tasks often receive a low priority because they are tedious, even though such tasks are often deemed important to the overall scientific inquiry.
Furthermore, given that such annotations and interpretations are typically of several orders of magnitude smaller in quantity in comparison to the amount of actual data, it would be much more feasible to successfully interrogate and retrieve information based on these interpretations. In fact, these interpretations will typically focus on 'interesting' data sets, thus providing key pointers to meaningful features that would otherwise be buried in a sea of information. The proposed multimedia database will be a key technology in extracting truly useful information from scientific investigations. It will provide support for 'replaying' of previous scientific sessions, which would allow for annotating or revising previous interpretations with new information. Furthermore, this will bring scientific data and the scientific process itself into a format so that it can be utilized for educational purposes to demonstrate the scientific process involved in studying and learning from data.
As noted above, this work will be undertaken in a testbed environment, utilizing the xisting UARC collaboratory testbed. Ultimately, however, the results of this proposed effort will have impact far beyond just the space science community. Many science team in all disciplines could benefit from the technology that we propose to develop. The generic quality of this technology could impact distributed teams who must work together over data in most all scientific disciplines, in engineering, in business, and in education. (For example, students could learn about the process of satellite image interpretation by collaborating with students at other distant locations to obtain "live" ground truth information.) While we are proposing a testbed in a scientific context, we feel that the impact of the technology will be much broader, affecting all collaborating teams in all manner of activity.
[[end of copied material]]Compression reduces the volume of data to be transmitted of the networks and stored on the storage devices by taking advantage of the inherent redundancy in the representation of information that we use. Redundancy in writing allows us to understand a sentence in the presence of some typos or smudged print. Redundancy in speaking allows us to understand a message even when a slamming door makes causes us not to hear a word. A car ad with a staple in the center still conveys its message. We can follow a film even if distracted for a minute. However, for each of the scenarios we can make up instances where the loss would be significant. For each of these media we have to consider what is truly redundant and what is of marginal benefit to the intended receiver.
Even with increasing bandwidths, there is still a need for compression. Compression techniques have been developed to provide compression ratios varying from as low as 10:1 to as high as 60,000:1. Compression can be applied to for texts, sound, images (ranging from line drawings to animation or moving pictures) and video.
Ideally we do not want to loose any information in the sequence Compression, Transmission, Storage, Transmission, Decompression. Lossless compression is essential when even one bit change can make a crucial difference in the result say an equation E= mc^2 is changed to E= mc^3. Similar precision is needed for musical notation. In general text has to be compressed without loss, because its redundancy is low (~50%). Formatting information associated with text may have more redundancy. Voice, images, and video contain much redundancy, so that the loss of a few bits may not be noticed, even though the receiver may still feel uncomfortable about any loss. A radiologist, receiving an X-ray, will be legitimately concerned about any loss. However, images used for entertainment and education are deemed to be less critical, so that here lossy compression dominates, since much greater compression ratios can be achieved.
Compression does require computation capability. Since we expect that compression will be less frequent than decompression; material is read more often than written, most schemes put much computational effort into compression, and set the results so that decompression is fast, preferably as fast as the data can be received. The most powerful compression methods investigate an entire document for redundancy, create tables of recurring patterns, and then transmit first those tables, and then the skeleton of the document, where each occurrence of a pattern is replaced by a reference. The delay implicit in this process is significant, so that often the redundant information is determined dynamically, and the pattern entries are embodied with the document as they are found.
.
[[use material from CS545I lecture]]
Examples of lossless compression are the Graphic Image Format
(GIF) (8-bit color) often used in Web pages, and the BitMaP (BMP)
(24-bit color) used initially by Microsoft Windows and IBM OS/2. In
GIF files each 8-bit byte points to a palette table of 256 colors.
That palette, or a reference to some standard palette, is transmitted
with each image.
Other techniques such as wavelets and fractals,/em> are also being incorporated into compression techniques along with a variety of error detection and correction techniques.
[[use material from CS545I lecture]]
Examples of lossy compression are the image JPEG format
established by the Joint Photographic Experts Group, also used in Web
pages, and the video MPEG formats established by the Motion
Pictures Experts Group.
Lossy compression disables effectively some protection techniques, as digital ENTEDU.Technology.indexing
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