Trakx is a global fintech company creating new standards for digital asset investments

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In recent months, the decentralized finance (DeFi) space has witnessed the rise of Pump Fun, a Solana-based platform that enables users to generate memecoins. The platform has gained significant traction, particularly among celebrities, and has achieved notable financial milestones. Now, a new competitor, Omni Pump, has entered the market with a multi-blockchain token creation platform, potentially challenging Pump Fun's dominance. Pump Fun's success is evident in its recent performance metrics. Pump Fun recently set a new record for daily fee revenue, reaching $1.47 million. Since its launch in January, the platform has accumulated $28.9 million in SOL fees, surpassing the $18 million raised by Ethereum during its initial coin offering in 2014. Omni's entry into the market introduces a platform that allows users to create tokens across multiple blockchains within 30 seconds. This feature potentially offers increased accessibility for users and expands the platform's reach across different blockchain ecosystems. Unlike Pump Fun, which operates primarily on the Solana blockchain, Omni's multi-blockchain approach could attract a more diverse user base. The rise of personalized tokens, particularly memecoins, has been a notable trend in the cryptocurrency space. Celebrities such as Caitlyn Jenner and Iggy Azalea have embraced this trend, launching their own tokens ($JENNER and MOTHER, respectively) on platforms like Pump Fun. However, this trend has also highlighted the risks and controversies surrounding memecoins, including the potential for pump and dump schemes and the targeting of celebrities by alleged scammers. Tokens created on Omni Pump platform are only launched on the base blockchain once they reach a market cap of $75,000. This measure aims to prevent "snipers" from manipulating the system by buying large amounts of token supply at very low prices. The platform also incorporates rug-prevention tools to limit pump and dump schemes and promote fair token distribution. Omni Pump leverages blockchain technology to automate on-chain payouts based on real trading volume. These earnings are paid out directly on-chain and automatically via smart contracts, eliminating the need for claim portals or manual payouts. As token creation platforms continue to evolve, several key factors will likely influence their future development and adoption. Security measures and user protection will be crucial, especially given the risks associated with memecoins and the potential for scams. Omni Pump's built-in rug-prevention tools and market cap threshold for token launches represent steps toward addressing these concerns. The broader implications for the cryptocurrency market are significant, as these platforms lower the barrier to entry for token creation and potentially increase the overall number of tokens in circulation. Omni's multi-chain token deployer, which allows users to launch tokens on various blockchains including Base, Solana, Ethereum, Trax, and Avalanche, could further accelerate this trend. However, it's important to note that while Omni Pump's features may seem promising, the platform's success will ultimately depend on factors such as user adoption, market conditions, and regulatory developments. In conclusion, while Pump Fun has demonstrated significant success in the token creation space, particularly on the Solana blockchain, Omni Pump's entry into the market with a multi-blockchain platform represents a new development in this rapidly evolving sector. The ease of access, expanded blockchain options, and additional features offered by Omni Pump could potentially attract a wide range of users, from individuals to larger organizations looking to create their own tokens. In recent months, the decentralized finance ( DeFi ) space has witnessed the rise of Pump Fun, a Solana-based platform that enables users to generate memecoins. The platform has gained significant traction, particularly among celebrities, and has achieved notable financial milestones. Now, a new competitor, Omni Pump , has entered the market with a multi-blockchain token creation platform, potentially challenging Pump Fun's dominance. DeFi DeFi Omni Pump Omni Pump entered entered Pump Fun's success is evident in its recent performance metrics. Pump Fun recently set a new record for daily fee revenue, reaching $1.47 million. Since its launch in January, the platform has accumulated $28.9 million in SOL fees, surpassing the $18 million raised by Ethereum during its initial coin offering in 2014. Omni's entry into the market introduces a platform that allows users to create tokens across multiple blockchains within 30 seconds. This feature potentially offers increased accessibility for users and expands the platform's reach across different blockchain ecosystems. Unlike Pump Fun, which operates primarily on the Solana blockchain, Omni's multi-blockchain approach could attract a more diverse user base. The rise of personalized tokens, particularly memecoins, has been a notable trend in the cryptocurrency space. Celebrities such as Caitlyn Jenner and Iggy Azalea have embraced this trend, launching their own tokens ($JENNER and MOTHER, respectively) on platforms like Pump Fun. However, this trend has also highlighted the risks and controversies surrounding memecoins, including the potential for pump and dump schemes and the targeting of celebrities by alleged scammers. embraced embraced Tokens created on Omni Pump platform are only launched on the base blockchain once they reach a market cap of $75,000. This measure aims to prevent "snipers" from manipulating the system by buying large amounts of token supply at very low prices. The platform also incorporates rug-prevention tools to limit pump and dump schemes and promote fair token distribution. reach reach Omni Pump leverages blockchain technology to automate on-chain payouts based on real trading volume. These earnings are paid out directly on-chain and automatically via smart contracts, eliminating the need for claim portals or manual payouts. As token creation platforms continue to evolve, several key factors will likely influence their future development and adoption. Security measures and user protection will be crucial, especially given the risks associated with memecoins and the potential for scams. Omni Pump's built-in rug-prevention tools and market cap threshold for token launches represent steps toward addressing these concerns. The broader implications for the cryptocurrency market are significant, as these platforms lower the barrier to entry for token creation and potentially increase the overall number of tokens in circulation. Omni's multi-chain token deployer, which allows users to launch tokens on various blockchains including Base, Solana, Ethereum, Trax, and Avalanche, could further accelerate this trend. However, it's important to note that while Omni Pump's features may seem promising, the platform's success will ultimately depend on factors such as user adoption, market conditions, and regulatory developments. In conclusion, while Pump Fun has demonstrated significant success in the token creation space, particularly on the Solana blockchain, Omni Pump's entry into the market with a multi-blockchain platform represents a new development in this rapidly evolving sector. The ease of access, expanded blockchain options, and additional features offered by Omni Pump could potentially attract a wide range of users, from individuals to larger organizations looking to create their own tokens.

Omni Launches Multi-Blockchain Token Creation Platform to Rival Pump Fun

প্রতিদ্বন্দ্বী পাম্প মজা করার জন্য ওমনি মাল্টি-ব্লকচেন টোকেন তৈরির প্ল্যাটফর্ম চালু করেছে

Omni führt Plattform zur Erstellung von Multi-Blockchain-Token ein, um Pump Fun Konkurrenz zu machen

Omni lanza una plataforma de creación de tokens Multi-Blockchain para rivalizar con la diversión de Pump

Omni lance une plateforme de création de jetons multi-blockchain pour rivaliser avec Pump Fun

ओमनी ने पंप फन को टक्कर देने के लिए मल्टी-ब्लॉकचेन टोकन क्रिएशन प्लेटफॉर्म लॉन्च किया

Omni、Pump Funに対抗するマルチブロックチェーントークン作成プラットフォームを発表

Omni, 라이벌 펌프 재미를 위해 다중 블록체인 토큰 생성 플랫폼 출시

Omni lança plataforma de criação de tokens multi-Blockchain para rivalizar com Pump Fun

Omni запускает платформу для создания мультиблокчейн-токенов, чтобы конкурировать с Pump Fun

Omni, Pump Eğlencesine Rakip Olmak İçin Çoklu Blok Zinciri Token Oluşturma Platformunu Başlattı

Omni ra mắt Nền tảng tạo mã thông báo đa chuỗi khối để tạo niềm vui cho Rival Pump

Omni 推出多区块链代币创建平台，与 Pump Fun 竞争

Authors:
(1) Eilidh Jack, School of Mathematics and Statistics, University of Glasgow, Glasgow, G12 8QQ (eilidh.jack@glasgow.ac.uk);
(2) Craig Alexander, School of Mathematics and Statistics, University of Glasgow, Glasgow, G12 8QQ (craig.alexander.2@glasgow.ac.uk);
(3) Elinor Jones, Department of Statistical Science, University College London, London, WC1E 7HB (elinor.jones@ucl.ac.uk). Table of Links Abstract and Introduction
Course information
Motivation and intervention
Findings
Discussion
Conclusion and References 6 Conclusion The results we present here are in line with previous research (for example [Lo and Hew, 2017], [Buckley and Doyle, 2016], [Dahlstrøm, 2012]) and show a stark increase in student engagement with pre-lecture activities on a course taught in flipped mode. As the pre-lecture activities of interest were quiz-based - with points awarded for attempting the quizzes on time rather than quiz score - we were able to investigate whether the increased engagement was meaningful or the result of students ‘gaming’ the leaderboard. In our study, there was no evidence of the latter. It is thought that the two statistics courses considered here are the only time the students came across the Level Up! plugin or other form of gamification. It is therefore not known whether the increased engagement is due to the novelty of a leaderboard and whether gamification would be as successful if implemented widely across multiple courses. The significant increase in student engagement after the adoption of a gamification strategy is certainly worthy of further research. Though the results from the gamification intervention were very positive, student engagement is still far from perfect. Diversity in teaching and learning approaches is surely the key to engaging students across their courses, with gamification a valuable strategy in a teacher’s toolbox. 7 References [Alomari et al., 2019] Alomari, I., Al-Samarraie, H., and Yousef, R. (2019). The role of gamification techniques in promoting student learning: A review and synthesis: A review and synthesis. Journal of Information Technology Education:Research, 18:395–417. [Blair, 2017] Blair, A. (2017). Understanding first-year students’ transition to university: A pilot study with implications for student engagement, assessment, and feedback. Politics, 37.2:215–228. [Bredow et al., 2021] Bredow, C. A., Roehling, P. V., Knorp, A. J., and Sweet, A. M. (2021). To flip or not to flip? a meta-analysis of the efficacy of flipped learning in higher education. Review of educational research, 91(6):878–918. [Buckley and Doyle, 2016] Buckley, P. and Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6):1162–1175. [Cronhjort et al., 2017] Cronhjort, M., Filipsson, L., and Weurlander, M. (2017). Improved engagement and learning in flipped-classroom calculus. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(3):113–121. [Dahlstrøm, 2012] Dahlstrøm, C. (2012). Impacts of gamification on intrinsic motivation. Education and Humanities Research, pages 1–11. [Deterding et al., 2011] Deterding, S., Khaled, R., Nacke, L. E., Dixon, D., et al. (2011). Gamification: Toward a definition. In CHI 2011 gamification workshop proceedings, volume 12, pages 1–79. Vancouver, Canadá. [Ding et al., 2018] Ding, L., Er, E., and Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120:213–226. [Domínguez et al., 2013] Domínguez, A., de Navarrete, J. S., de Marcos, L., Fernández-Sanz, L., Pagés, C., and Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63:380–392. [Dong et al., 2012] Dong, T., Dontcheva, M., Joseph, D., Karahalios, K., Newman, M., and Ackerman, M. (2012). Discovery-based games for learning software. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ’12, page 2083–2086, New York, NY, USA. Association for Computing Machinery. [Ekici, 2021] Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 26(3):3327–3346. [Hakulinen et al., 2013] Hakulinen, L., Auvinen, T., and Korhonen, A. (2013). Empirical study on the effect of achievement badges in trakla2 online learning environment. In 2013 Learning and Teaching in Computing and Engineering, pages 47–54. [Hartikainen et al., 2019] Hartikainen, S., Rintala, H., Pylväs, L., and Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4):276. [Heilbrunn et al., 2017] Heilbrunn, B., Herzig, P., and Schill, A. (2017). Gamification Analytics—Methods and Tools for Monitoring and Adapting Gamification Designs, pages 31–47. Springer International Publishing, Cham. [Huang and Hew, 2018] Huang, B. and Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125:254–272. [Ireland and Mouthaan, 2020] Ireland, J. and Mouthaan, M. (2020). Perspectives on curriculum design: comparing the spiral and the network models. Research Matters. [Kim and Castelli, 2021] Kim, J. and Castelli, D. M. (2021). Effects of gamification on behavioral change in education: A meta-analysis. International Journal of Environmental Research and Public Health, 18(7). [Leitner et al., 2017] Leitner, P., Khalil, M., and Ebner, M. (2017). Learning Analytics in Higher Education—A Literature Review, volume 94, pages 1–23. Springer International Publishing. [Lo and Hew, 2017] Lo, C. K. and Hew, K. F. (2017). A critical review of flipped classroom challenges in k-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1):4. [Lo et al., 2017] Lo, C. K., Hew, K. F., and Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22:50–73. [Marcey, 2014] Marcey, D. J. (2014). The lecture hall as an arena of inquiry: Using cinematic lectures and inverted classes (clic) to flip an introductory biology lecture course. Archive of the Academic Commons. [Owens et al., 2020] Owens, D. C., Sadler, T. D., Barlow, A. T., and Smith-Walters, C. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education, 50(1):253–277. [Stone, 2012] Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. In Proceedings from 28th Annual Conference on Distance Teaching and Learning, Madison, Wisconsin, USA. [Touchton, 2015] Touchton, M. (2015). Flipping the classroom and student performance in advanced statistics: Evidence from a quasi-experiment. Journal of Political Science Education, 11(1):28–44. [Wester et al., 2021] Wester, E. R., Walsh, L. L., Arango-Caro, S., and Callis-Duehl, K. L. (2021). Student engagement declines in stem undergraduates during covid-19–driven remote learning. Journal of Microbiology & Biology Education, 22(1):10.1128/jmbe.v22i1.2385. [Wilson, 2013] Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3):193–199. [Wood, 2023] Wood, A. (2023). Effective Teaching in Large STEM Classes. IOP Series in Physics Education. IOP Publishing. Publisher Copyright: © IOP Publishing Ltd 2023. All rights reserved. [Zaric et al., 2017] Zaric, N., Scepanovic, S., Markovic, T., Ljucovic, J., and Davcev, D. (2017). The model for gamification of e-learning in higher education based on learning styles. In International Conference on ICT Innovations, pages 265–273. This paper is available on arxiv under CC BY 4.0 DEED license. Authors: (1) Eilidh Jack, School of Mathematics and Statistics, University of Glasgow, Glasgow, G12 8QQ (eilidh.jack@glasgow.ac.uk); (2) Craig Alexander, School of Mathematics and Statistics, University of Glasgow, Glasgow, G12 8QQ (craig.alexander.2@glasgow.ac.uk); (3) Elinor Jones, Department of Statistical Science, University College London, London, WC1E 7HB (elinor.jones@ucl.ac.uk). Authors: Authors: (1) Eilidh Jack, School of Mathematics and Statistics, University of Glasgow, Glasgow, G12 8QQ (eilidh.jack@glasgow.ac.uk); (2) Craig Alexander, School of Mathematics and Statistics, University of Glasgow, Glasgow, G12 8QQ (craig.alexander.2@glasgow.ac.uk); (3) Elinor Jones, Department of Statistical Science, University College London, London, WC1E 7HB (elinor.jones@ucl.ac.uk). Table of Links Abstract and Introduction Course information Motivation and intervention Findings Discussion Conclusion and References Abstract and Introduction Abstract and Introduction Course information Course information Motivation and intervention Motivation and intervention Findings Findings Discussion Discussion Conclusion and References Conclusion and References 6 Conclusion The results we present here are in line with previous research (for example [Lo and Hew, 2017], [Buckley and Doyle, 2016], [Dahlstrøm, 2012]) and show a stark increase in student engagement with pre-lecture activities on a course taught in flipped mode. As the pre-lecture activities of interest were quiz-based - with points awarded for attempting the quizzes on time rather than quiz score - we were able to investigate whether the increased engagement was meaningful or the result of students ‘gaming’ the leaderboard. In our study, there was no evidence of the latter. It is thought that the two statistics courses considered here are the only time the students came across the Level Up! plugin or other form of gamification. It is therefore not known whether the increased engagement is due to the novelty of a leaderboard and whether gamification would be as successful if implemented widely across multiple courses. The significant increase in student engagement after the adoption of a gamification strategy is certainly worthy of further research. Though the results from the gamification intervention were very positive, student engagement is still far from perfect. Diversity in teaching and learning approaches is surely the key to engaging students across their courses, with gamification a valuable strategy in a teacher’s toolbox. 7 References [Alomari et al., 2019] Alomari, I., Al-Samarraie, H., and Yousef, R. (2019). The role of gamification techniques in promoting student learning: A review and synthesis: A review and synthesis. Journal of Information Technology Education:Research, 18:395–417. [Blair, 2017] Blair, A. (2017). Understanding first-year students’ transition to university: A pilot study with implications for student engagement, assessment, and feedback. Politics, 37.2:215–228. [Bredow et al., 2021] Bredow, C. A., Roehling, P. V., Knorp, A. J., and Sweet, A. M. (2021). To flip or not to flip? a meta-analysis of the efficacy of flipped learning in higher education. Review of educational research, 91(6):878–918. [Buckley and Doyle, 2016] Buckley, P. and Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6):1162–1175. [Cronhjort et al., 2017] Cronhjort, M., Filipsson, L., and Weurlander, M. (2017). Improved engagement and learning in flipped-classroom calculus. Teaching Mathematics and its Applications: An International Journal of the IMA, 37(3):113–121. [Dahlstrøm, 2012] Dahlstrøm, C. (2012). Impacts of gamification on intrinsic motivation. Education and Humanities Research, pages 1–11. [Deterding et al., 2011] Deterding, S., Khaled, R., Nacke, L. E., Dixon, D., et al. (2011). Gamification: Toward a definition. In CHI 2011 gamification workshop proceedings, volume 12, pages 1–79. Vancouver, Canadá. [Ding et al., 2018] Ding, L., Er, E., and Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120:213–226. [Domínguez et al., 2013] Domínguez, A., de Navarrete, J. S., de Marcos, L., Fernández-Sanz, L., Pagés, C., and Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63:380–392. [Dong et al., 2012] Dong, T., Dontcheva, M., Joseph, D., Karahalios, K., Newman, M., and Ackerman, M. (2012). Discovery-based games for learning software. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ’12, page 2083–2086, New York, NY, USA. Association for Computing Machinery. [Ekici, 2021] Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 26(3):3327–3346. [Hakulinen et al., 2013] Hakulinen, L., Auvinen, T., and Korhonen, A. (2013). Empirical study on the effect of achievement badges in trakla2 online learning environment. In 2013 Learning and Teaching in Computing and Engineering, pages 47–54. [Hartikainen et al., 2019] Hartikainen, S., Rintala, H., Pylväs, L., and Nokelainen, P. (2019). The concept of active learning and the measurement of learning outcomes: A review of research in engineering higher education. Education Sciences, 9(4):276. [Heilbrunn et al., 2017] Heilbrunn, B., Herzig, P., and Schill, A. (2017). Gamification Analytics—Methods and Tools for Monitoring and Adapting Gamification Designs, pages 31–47. Springer International Publishing, Cham. [Huang and Hew, 2018] Huang, B. and Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125:254–272. [Ireland and Mouthaan, 2020] Ireland, J. and Mouthaan, M. (2020). Perspectives on curriculum design: comparing the spiral and the network models. Research Matters. [Kim and Castelli, 2021] Kim, J. and Castelli, D. M. (2021). Effects of gamification on behavioral change in education: A meta-analysis. International Journal of Environmental Research and Public Health, 18(7). [Leitner et al., 2017] Leitner, P., Khalil, M., and Ebner, M. (2017). Learning Analytics in Higher Education—A Literature Review, volume 94, pages 1–23. Springer International Publishing. [Lo and Hew, 2017] Lo, C. K. and Hew, K. F. (2017). A critical review of flipped classroom challenges in k-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1):4. [Lo et al., 2017] Lo, C. K., Hew, K. F., and Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22:50–73. [Marcey, 2014] Marcey, D. J. (2014). The lecture hall as an arena of inquiry: Using cinematic lectures and inverted classes (clic) to flip an introductory biology lecture course. Archive of the Academic Commons. [Owens et al., 2020] Owens, D. C., Sadler, T. D., Barlow, A. T., and Smith-Walters, C. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education, 50(1):253–277. [Stone, 2012] Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. In Proceedings from 28th Annual Conference on Distance Teaching and Learning, Madison, Wisconsin, USA. [Touchton, 2015] Touchton, M. (2015). Flipping the classroom and student performance in advanced statistics: Evidence from a quasi-experiment. Journal of Political Science Education, 11(1):28–44. [Wester et al., 2021] Wester, E. R., Walsh, L. L., Arango-Caro, S., and Callis-Duehl, K. L. (2021). Student engagement declines in stem undergraduates during covid-19–driven remote learning. Journal of Microbiology & Biology Education, 22(1):10.1128/jmbe.v22i1.2385. [Wilson, 2013] Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3):193–199. [Wood, 2023] Wood, A. (2023). Effective Teaching in Large STEM Classes. IOP Series in Physics Education. IOP Publishing. Publisher Copyright: © IOP Publishing Ltd 2023. All rights reserved. [Zaric et al., 2017] Zaric, N., Scepanovic, S., Markovic, T., Ljucovic, J., and Davcev, D. (2017). The model for gamification of e-learning in higher education based on learning styles. In International Conference on ICT Innovations, pages 265–273. This paper is available on arxiv under CC BY 4.0 DEED license. This paper is available on arxiv under CC BY 4.0 DEED license. available on arxiv

Exploring the Impact of Gamification in Flipped Classrooms: Conclusion and References

Loss of Amazon Rainforest Resilience: Author Contributions

2023 might have been India’s lowest-funded year in last 5 years as the funding winter continues, but the decade shows good progress. A tech-savvy young population, Internet penetration, and an expanding middle class have led to an explosion of startups in India in the past decade On National Startup Day, that India witnessed an unprecedented surge in the creation and funding of startups in the last ten years. The country has solidified its position as a major global center for innovation and entrepreneurship with a rise in the number of tech companies in India to 122k to date, with a peak in 2020, witnessing more than 16K new additions. The funding landscape has also experienced a monumental shift, with 2020 and 2021 being the highest investment years over the past decade. Tracxn reported Despite the challenges faced in the funding landscape in 2023, investors, including venture capitalists, angel investors, and private equity firms, have shown remarkable confidence in Indian startups. The funding scenario, both from Indian and global investors, has been encouraging, with a total funding of $8.4 billion in India in 2023, demonstrating resilience amid market uncertainties. The startup ecosystem is ready to lead in bringing more innovation, creating jobs, and boosting economic prosperity. We are on the verge of a new era of success, supported by technology, business-friendly regulations, and the strong dedication of our entrepreneurs Neha Singh, co-founder of Tracxn Neha Singh, co-founder of Tracxn, said, “Over the past ten years, India’s startup sector has grown a lot, becoming a global hub for new ideas and economic growth. Entrepreneurs have shown great determination and creativity, contributing significantly to the country’s economic development. Looking ahead, we are optimistic about the future. The startup ecosystem is ready to lead in bringing more innovation, creating jobs, and boosting economic prosperity. We are on the verge of a new era of success, supported by technology, business-friendly regulations, and the strong dedication of our entrepreneurs.” Key Factors to Growth The upsurge in the number of startups in the country can be attributed to several key factors. These include a tech-savvy young population resulting from widespread mobile internet access, the expansion of the middle class, and a favorable regulatory landscape. These elements collectively have fostered a conducive environment for entrepreneurial growth and innovation in the startup ecosystem. Top Performing Sectors Top-funded sectors from 2014 to 2023 include retail, enterprise applications, FinTech, transportation & logistics tech, food and agriculture tech, auto tech, travel & hospitality tech, and EdTech. Factors like increased internet penetration, digitization, and government initiatives have fueled the growth of these sectors. Startups have played a pivotal role in driving Research and Development (R&D), especially in knowledge-intensive sectors. India’s investment in Deep Tech (R&D oriented) has been increasing steadily over the years with total funding of US$6.73B, and in a decade, it received US$6.23 billion, reflecting the country’s steady growth and commitment to science and technology, particularly in Deep Tech, funding has witnessed a substantial increase, reaching $753.7 million in 2023. This trend emphasizes the importance of technology-driven innovation in shaping India’s future. India’s online commerce has grown tremendously, with sectors like Retail Tech receiving substantial funding. The funding trends in retail tech showcase the sector’s resilience, with US$2.3 billion invested in 2023, indicating sustained growth. New Emerging Sectors The addition of new sectors such as DeepTech, SpaceTech, AI, and EVs has broadened the startup landscape. Noteworthy sectors like DeepTech have seen a rise in funding, reaching $2.1 billion in 2022, underlining the market’s confidence in innovative technologies. The EV industry, which attracted investor interest and is one of the booming sectors, has seen $4.8 billion in funding in the past ten years. Even Space Tech has been in demand after its transformation which is credited to privatisation. India ranks seventh in terms of funding within the International SpaceTech landscape to date. The funding reached $114.9 million in 2022 and $122.2 million in 2023 and will continue to grow. Job Creation One of the most significant achievements of the Indian startup ecosystem has been job creation, with approximately 10 lakh jobs generated by startups till 2023, as per Economic Survey 2023. Furthermore, startups focusing on continued learning and professional upskilling have attracted significant investments, reflecting the industry’s commitment to employee empowerment. Top Favorable Cities for Startups City-wise, Bengaluru remains the startup hub, with a total funding of $70.4 billion in a decade, followed by Delhi-NCR and Mumbai. The government’s focus on promoting entrepreneurship is evident, with increased funding across metros and non-metros alike. Several successful startups have emerged in non-metropolitan areas, driving innovation and transforming their regions, such as Jaipur, which has notably secured its position among the top cities in FinTech funding, garnering an impressive $214 million in 2023. Unicorns, Soonicorns, & Minicorns In a significant achievement for the Indian startup ecosystem, it marked a major milestone by welcoming the 100th Indian startup into the unicorn club in 2022. As of now, a total of 111 unicorns have been created in India, with 355 promising ones poised to join the ranks soon. Similarly, the rise of Soonicorns began in 2019, and the year 2022 witnessed an unprecedented surge with the creation of 96 Soonicorns. Additionally, the Minicorn trend, which also boomed in 2019, experienced substantial growth, reaching its pinnacle in 2022 with the emergence of 264 Minicorns. This showcases the dynamic and flourishing nature of the Indian startup ecosystem, with both Soonicorns and Minicorns contributing to the nation’s entrepreneurial landscape. Women-Led Startups Over the past decade, entrepreneurial advancements have transformed India significantly, with women playing a significant role in driving this progress. The addition of women-led startups has also witnessed growth, with total funding reaching $1.1 billion in 2023 from $0.456B in 2014. This trend is exemplified by the fact that twenty out of the total unicorns created to date are women-led startups, highlighting women’s impactful and growing role in shaping the nation’s startup ecosystem. Future Outlook India’s economic growth is intricately tied to the success of its startup ecosystem. India’s economic outlook remains optimistic, with a projected annual growth rate of 6.3% (as per IMF) in 2023–24. The government’s ongoing support, as seen in the 2023 budget with initiatives like tax concessions and the Drone Shakti Program, reinforces the commitment to nurturing the tech ecosystem. Investor confidence in the Indian startup ecosystem has seen a substantial increase over the last decade. Despite the recent funding winter, the number of investors has increased from 2.45k in 2014 to 16.3k in 2021.  The long-term prospects remain favorable, with India poised to become the third-largest economy in the world by 2027, according to the IMF. As the global situation stabilizes, a revival of investment activity is expected in the coming years, reaffirming India’s position as a top destination for investors. This article was originally published by on Navanwita Bora Sachdev The Tech Panda.

India’s Decade of Tech Startup Growth

A Conversation with Picatrix Picori — The Manga-Style AI Illustrator

পিকাট্রিক্স পিকোরির সাথে একটি কথোপকথন — দ্য মাঙ্গা-স্টাইল এআই ইলাস্ট্রেটর

Ein Gespräch mit Picatrix Picori – dem KI-Illustrator im Manga-Stil

Una conversación con Picatrix Picori: el ilustrador de IA estilo manga

Une conversation avec Picatrix Picori — L'illustrateur IA de style manga

पिकाट्रिक्स पिकोरी के साथ बातचीत - मंगा-स्टाइल एआई इलस्ट्रेटर

マンガ風のAIイラストレーター、Picatrix Picori氏との対談

Picatrix Picori와의 대화 — 만화 스타일의 AI 일러스트레이터

Uma conversa com Picatrix Picori – o ilustrador de IA estilo mangá

Разговор с Пикатриксом Пикори — иллюстратором искусственного интеллекта в стиле манга

Manga Stili Yapay Zeka İllüstratörü Picatrix Picori ile Söyleşi

Cuộc trò chuyện với Picatrix Picori - Họa sĩ minh họa AI theo phong cách Manga

对话 Picatrix Picori — 漫画风格的 AI 插画师

Operation Weather.

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Since n.d.

COMPANY RANKING

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