## 1 Introduction
\begin{table}
\begin{tabular}{c c c} \hline \hline \multicolumn{2}{c}{**Main Categories**} & \multicolumn{2}{c}{**Main Sub-Categories with and/or Paradigms**} \\ \hline \multirow{8}{*}{2.} & a. & Social networking sites (SNSs) and online social networks (OSNs) (such as, for example, Facebook, LinkedIn, Twitter—now X), etc.); \\ \cline{2-3}  & & b. & Photo- or even video-sharing social networking services (such as, for example, Instagram, \\  & & ThK\(\&\)R, Pinterest, Flickr, etc.); \\ \cline{2-3}  & & c. & Audiovisual platforms (such as, for example, YouTube, Vimeo, DailyMotion, Netflix, etc.); \\ \cline{2-3}  & & d. & Audiovisual platforms with interactivity (such as, for example, YouTube, Twitch, Netflix, etc.) as content hosting or even video-sharing sites that can be moved to the software-as-a-service (SaaS) model (such as, for example, a video posted on YouTube to take you to Netflix); \\ \cline{2-3}  & & e. & Sound platforms (such as, for example, Mickloud, Spotify, SoundCloud, etc.) as music or \\ \cline{2-3}  & & even other various audio and media content streaming services; \\ \cline{2-3}  & & f. & Hypermedia authoring/storytelling platforms; \\ \cline{2-3}  & & g. & Interactive websites or even weblogs/blogs or microblogs (such as, for example, interactive documentaries, etc.); \\ \cline{2-3}  & & h. & Online communication applications and services (e.g., multimedia messaging apps/social messaging/social chat, such as Skype, Viber, Facebook Messenger, WhatsApp, Snapchat, etc.); \\ \cline{2-3}  & & i. & Social networking websites for academics and scientists as databases for searching and extracting information and sources (such as, for example, Academia.edu, ResearchGate.net, etc.), and so on; \\ \hline \multirow{8}{*}{3.} & & a. & News portal; \\ \cline{2-3}  & & b. & Internet radio/television (TV) or web radio/TV; \\ \cline{2-3}  & & c. & Multimedia portals media-service providers as subscription video-on-demand over-the-top \\ \cline{2-3}  & & streaming (such as, for example, Netflix, Disney+, Max, Amazon Prime Video, Apple TV+, etc.); and finally \\ \hline \multirow{8}{*}{4.} & & a. & Portable computers (such as, for example, personal computer; PC, laptop, tablet—e.g., \\  & & tablet-PC and iPad—, netrobok computer, etc.); \\ \cline{2-3}  & & b. & Portable media players (PMP) or digital audio players (DAP) and multi-purpose mobile \\ \cline{2-3}  & & devices (such as, for example, Compact Disc (CD) players—e.g., CD Walkman, Digital Versatile Disc (DVD) players, Blu-ray Disc (BD) players, MP3 players—e.g., Sony’s Walkman \\ \cline{2-3}  & & A810 and Apple’s iPad Nano—, etc.); \\ \cline{2-3}  & & c. & Personal digital assistants (PDAs); \\ \cline{2-3}  & & d. & Cell phones, mobile phones, and smartphones; \\ \cline{2-3}  & & e. & Foldable displays; \\ \cline{2-3}  & & f. & Wearables (e.g., smartwatch, etc.); \\ \cline{2-3}  & & g. & Global positioning system (GPS) devices; \\ \cline{2-3}  & & h. & Wireless debit/credit card payment terminals; \\ \cline{2-3}  & & i. & Smart home devices, and so on. \\ \hline \hline \end{tabular}
\end{table} 
Table 1: _Cont._born from 1965 to 1979), Generation Y (i.e., people born from 1980 to 1994), and Generation Z (i.e., born from 1995 to 2012); XYZ Generations [44] (p. 200). It is a fact that each generational cohort can be considered a historic neighborhood, shaped both by various and different global timeless events and by various technological or even media developments [3; 44; 45; 46; 47; 48; 49; 50]. Likewise, in recent decades, there has been substantial debate about the analysis of generational cohorts and/or the identification of which generational cohort everyone may belong to [3; 44; 48; 50]. Admittedly, analyzing each respective generational cohort and comparing it with the preceding or succeeding one is of great interest, specifically for the media ecosystem and audiovisual industry, the business world, and the public, which have popularized characteristic nicknames and/or colloquial names for these generational cohorts [3; 44; 48; 50].