Social media in education is the use of social media to enhance education. Social media are "a group of Internet-based applications...that allow the creation and exchange of user-generated content". It is also known as the read/write web. As time went on and technology evolved, social media has been an integral part of people's lives, including students, scholars, and teachers. However, social media are controversial because, in addition to providing new means of connection, critics claim that they damage self-esteem, shorten attention spans, and increase mental health issues. A 2016 dissertation presented surveys that focused on the impact of social media. It reported that 54.6% of students believed that social media affected their studies positively (38% agree, 16.6% strongly agree). About 40% disagreed, and 4.7% of students strongly disagreed. 53% of female students reported that social media negatively impacted their studies. Among male students, 40% agreed that social media had a negative impact on studies, while 59% disagreed. A 2023 article dives deep into the rewards system of the brain in response to social media. This study compares the social rewards system in our brain to those from social media. From ages 10-12, most are receiving a cell phone, social rewards in the brain start to feel more satisfying. Leading to adulthood, the effects of social rewards are less likely to feel reliant on feedback from peers. Equivalent to a more mature prefrontal cortex, this enables a better management of their emotional reaction to these social rewards, meaning a more balanced and controlled reaction. == History == A survey from Cambridge International of nearly 20,000 teachers and students (ages 12–19) from 100 countries found that 48% of students use a desktop computer in class, 42% uses phones, 33% use interactive whiteboards and 20% use tablets. Desktop computers are more used than tablets. Teachers were abandoning the "no phones at school" rule. A 2024 research survey through Common Sense Education reported 54% of age 8-12 and 69% of ages 13-18 social media is an extensive distraction from homework. === United States === The long-running technology boom accelerated after the millennium. As of 2018, 95% of US teenage students had access to a smartphone and 45% said they were online almost constantly. In the early days of social media, access to technology was a significant issue as many students did not own not compatible devices and school budgets were often insufficient to purchase devices for student use. Despite backlash, Missouri passed a law that prohibited teachers from communicating privately with students over social media in 2011. Supporters were concerned that online communication between underage students and faculty could lead to inappropriate relationships. Some schools adopted a "Bring Your Own Device" (BYOD) policy, allowing students to bring Internet-accessing devices, such as phones or tablets to class. During the pandemic, the federal government offered funds that allowed more schools to purchase devices. Over time, more students acquired phones with social media access. Personal devices increased student satisfaction, but reduced teachers' ability to control device use in their classrooms. A 2018 Pew Research study reported that 95% of teenagers had a phone and used social media consistently. === Canada === The Peel District School Board (PDSB) in Ontario accepted the use of social media in the classroom. In 2013, the PDSB introduced BYOD and unblocked many social media sites. That was later replaced by a policy that dealt specifically with social media. == Uses == === Classroom === In the classroom, social media offers a way to systematically distribute and gather information from students. Teachers can supply documents, and audio/video media to students for immediate or later use. One study on higher education reported that devices and social media: created opportunities for interaction provided occasions for collaboration sped up information access offered more ways to learn situated learning. Frustrations included anti-technology instructors, device challenges, and devices as a distraction. Social media in classrooms can have a negative effect. A Yale University publication reported that students who used laptops in class for non-academic reasons had poorer performance. Students spent most of their time on social media, shopping, and other personal activities. Social media has helped many educators mentor their students more effectively. === Outside of class === Social media offer a venue for video calls, stories, feeds, and game playing that can enhance the learning process. Teachers can utilize social media to communicate with their students. Social media can provide students with resources that they can utilize in essays, projects, and presentations. Students can easily access comments made by teachers and peers and offer feedback to teachers. Social media can offer students the opportunity to collaborate by sharing information without requiring face to face meetings. Social media can allow students to more easily connect with experts, to go beyond course materials. Instructors in a 2010 study reported that online technologies (social media) can help students become comfortable having discussions outside the classroom better than traditional means. Teachers may face some risk when using social media outside the classroom, without appropriate work rules. Studies explores how college students' engagement with social media platforms influences their communication preferences and habits, particularly in relation to using school email for academic purposes. === Professional development === Social media can aid professional development, as teachers become students, enhancing knowledge transfer, skill master, and collaboration. === Non-academic uses === Schools can use social media to make public announcements. Teachers and administrators can communicate other important information to parents and students and to receive feedback from them. Families can keep up with school events and policies. === Ecology education === The potential of using social media in ecological, nature and forest education include: virtual nature groups can help promote good habits in forest tourism and recreation (nature ethics), by entering general rules in the regulations by administrators, e.g. "DO NOT PICK UP PLANTS UNKNOWN TO US", which is to protects rare species from pointless picking. social media activity motivates people to learn about nature in the field, allows them to gain knowledge, dispels popular myths, enables contact with scientists and practitioners, promotes valuable literature, websites, and at the same time reveals distortions and substantive errors in popular news services. contact is not only virtual. Despite financial barriers and distance, Internet users organize nature conventions. Such meetings are an opportunity not only to make friends, but also to learn about nature together and have fun. the possibility of contact between scientists and nature lovers via Facebook has become a source of cooperation in species inventory, e.g. the online campaign of the NATRIX Herpetological Society, which consists not only of collecting reports of observations of the smooth snake by Internet users, but also of drawing attention to the biology and threats to this species. Social media has become a place where ecology education quickly reaches people of different ages and social statuses. The nature groups that have been created, in which nature lovers, biologists, foresters and scientists participate, can have a real impact on the state of knowledge and data collection through citizen science. == Apps and services == Social media can allow students to participate in their field by working with organizations outside the classroom. By offering easier access to peers outside the classroom, students can broaden their perspectives and find support resources. Social media aided learning outside of the classroom through collaboration and innovation. One specific study, "Exploring education-related use of social media," called this "audience connectors". Audience connectors bring students together while studying with WhatsApp and Facebook. This study reported that "60 percent [of students in the study] agreed that technology changes education for the better." While social media can promote a beneficial education platform, downsides exist. Students may become skilled at "lifting material from the internet" rather than enhancing their personal understanding. Another downside is student attention spans decline. A concern raised by the students of this study showed how many use spell-check as a crutch and will see a trend of points taken off when spell-check is not an option. Apps like X allowed teachers to make classroom accounts where students can learn about social media in a controlled context. Teachers can post assignments on th
Distributed Common Ground System
The Distributed Common Ground System (DCGS) is a system which produces military intelligence for multiple branches of the American military. == DCGS Programs == DCGS-N - DCGS for the United States Navy DCGS-A - DCGS for the United States Army AF DCGS - DCGS for the United States Air Force DCGS-MC - DCGS for the United States Marine Corps DCGS-SOF - DCGS for the United States Special Operations Forces IS&A Support Center - DCGS-A Help Desk for the United States Army - https://dcgsahelp.max.gov/ - Max.gov sunset 15 December 2023 == Description == While in U.S. Air Force use, the system produces intelligence collected by the U-2 Dragonlady, RQ-4 Global Hawk, MQ-9 Reaper and MQ-1 Predator. The previous system of similar use was the Deployable Ground Station (DGS), which was first deployed in July 1994. Subsequent version of DGS were developed from 1995 through 2009. Although officially designated a "weapons system", it consists of computer hardware and software connected together in a computer network, devoted to processing and dissemination of information such as images. The 480th Intelligence, Surveillance and Reconnaissance Wing of the Air Combat Command operates and maintains the USAF system. A plan envisioned in 1998 was to develop interoperable systems for the Army and Navy, in addition to the Air Force. By 2006, version 10.6 was deployed by the Air Force, and a version known as DCGS-A was developed for the Army. After a 2010 report by General Michael T. Flynn, the program was intended to use cloud computing and be as easy to use as an iPad, which soldiers over a few years were commonly using. By April 2011, project manager Colonel Charles Wells announced version 3 of the Army system (code named "Griffin") was being deployed in the US war in Afghanistan. In January 2012, the United States Army Communications-Electronics Research, Development and Engineering Center hosted a meeting based on the DCGS-A early experience. It brought together technology providers in the hope of developing more integrated systems using cloud computing with open architectures, compared to previously specialized custom-built systems. A major contractor was Lockheed Martin, with computers supplied by Silicon Graphics International out of its Chippewa Falls, Wisconsin office. Software known as the Analyst's Notebook, originally developed by i2 Limited, was included in DCGS-A. IBM acquired i2 in 2011. Some US Army personnel reported using a Palantir Technologies product to improve their ability to predict locations of improvised explosive devices. An April 2012 report recommending further study after initial success. Palantir software was rated easy to use, but did not have the flexibility and wide number of data sources of DCGS-A. In July 2012, Congressman Duncan D. Hunter (from California, the state where Palantir is based) complained of US DoD obstacles to its wider use. Although a limited test in August 2011 by the Test and Evaluation Command had recommended deployment, operation problems of DCGS-A included the baseline system was "not operationally effective" with reboots on average about every 8 hours. A set of improvements was identified in November 2012. The press reported some of the shortcomings uncovered by General Genaro Dellarocco in the tests. The ambitious goal of integrating 473 data sources for 75 million reports proved to be challenging, after spending an estimated $2.3 billion on the Army system alone. In May 2013 Politico reported that Palantir lobbyists and some anonymous returning veterans continued to advocate the use of its software, despite its interoperability limits. In particular, members of special forces and US Marines were not required to use the official Army system. Similar stories appeared in other publications, with Army representatives (such as Major General Mary A. Legere) citing the limitations of various systems. Congressman Hunter was a member of the House Armed Services Committee which required a review of the program, after two other members of congress sent an open letter to Secretary of Defense Leon Panetta. The Senate Defense Appropriations Subcommittee included testimony from Army Chief of Staff General Ray Odierno. The 130th Engineer Brigade (United States) has found the system to be "unstable, slow, not friendly and a major hindrance to operations". The equivalent system for the United States Navy was planned for initial deployment by 2015, and within a shipboard network called Consolidated Afloat Networks and Enterprise Services (CANES) by 2016. Some early testing was announced in 2009 aboard the aircraft carrier USS Harry Truman. A portion of the software, a distributed data framework for the DCGS integration backbone (DIB) version 4, was submitted to an open-source software repository of the Codice Foundation on GitHub. The framework was new for DIB version 4, replacing the legacy DIB portal with an Ozone Widget Framework interface. It was written in the Java programming language. == DCGS-A == Distributed Common Ground System-Army (DCGS-A) is the United States Army's primary system to post data, process information, and disseminate Intelligence, Surveillance and Reconnaissance (ISR) information about the threat, weather, and terrain to echelons. DCGS-A provides commanders the ability to task battle-space sensors and receive intelligence information from multiple sources. === Promotion === An August 17, 2011, UPI article quoted i2 Chief Executive Officer Robert Griffin who commented on DCGS-A's best-of-breed approach to development. The article detailed the Army contracting with i2 for Analyst's Notebook software. "With its open architecture, Analyst's Notebook supports the Army's strategy to employ and integrate best-of-breed solutions from across the industry to meet the dynamic needs users face in the field on a daily basis." A February 1, 2012, article in the Army web page quoted Mark Kitz, DCGS-A technical director. DCGS-A "uses the latest in cloud technology to rapidly gather, collaborate and share intelligence data from multiple sources to deliver a common operating picture. DCGS-A is able to rapidly adapt to changing operational environments by leveraging an iterative development model and open architecture allowing for collaboration with multiple government, industry and academic partners." A July 2012 article in SIGNAL Magazine, monthly publication of the Armed Forces Communications and Electronics Association, promoted DCGS-A as taking advantage of technological environments with which young soldiers are familiar. The article quoted the DCGS-A program manager, Col. Charles Wells on the systems benefits. The article also included Lockheed Martin's DCGS-A program manager. The Milwaukee Journal Sentinel published an article May 4, 2012, about Wisconsin-located companies helping DCGS-A with cloud computing technology. The article promoted the speed when cloud computing processes intelligence and cost savings by analyzing data in the field. === The U.S. Army's 2011 Posture Statement === The U.S. Army released its 2011 Army Posture Statement March 2. It included a statement on DCGS-A: “The Distributed Common Ground System-Army (DCGS-A) is the Army's premier intelligence, surveillance, and reconnaissance (ISR) enterprise for the tasking of sensors, analysis and processing of data, exploitation of data, and dissemination of intelligence (TPED) across all echelons. It is the Army component of the larger Defense Intelligence Information Enterprise (DI2E) and interoperable with other Service DCGS programs. Under the DI2E framework, USD (I) hopes to provide COCOM Joint Intelligence Operations Centers (JIOCs) capabilities interoperable with DCGS-A through a Cloud/widget approach. DCGS-A connects tactical, operational, and theater-level commanders to hundreds of intelligence and intelligence-related data sources at all classification levels and allows them to focus efforts of the entire ISR community on their information requirements. === Comparisons === Some Ground Commanders who describe DCGS-A as "unwieldy and unreliable, hard to learn and difficult to use," supporting alternative software from Palantir Technologies. Palantir software supports small unit situational awareness, but is not sufficiently funded to support the broader role that DCGS-A fulfills. == Operators == 480th Intelligence, Surveillance and Reconnaissance Wing 9th Intelligence Squadron 13th Intelligence Squadron 548th Intelligence, Surveillance and Reconnaissance Group 548 Operational Support Squadron 48th Intelligence Squadron 101st Intelligence Squadron 113th Air Support Operations Squadron 127th Command and Control Squadron 161st Intelligence Squadron
Top 10 AI Paraphrasing Tools Compared (2026)
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FastText
fastText is a library for learning of word embeddings and text classification created by Facebook's AI Research (FAIR) lab. The model allows one to create an unsupervised learning or supervised learning algorithm for obtaining vector representations for words. Facebook makes available pretrained models for 294 languages. Several papers describe the techniques used by fastText. The GitHub repository was archived on March 19, 2024.
General Internet Corpus of Russian
General Internet Corpus of Russian (GICR) is a corpus of Russian internet texts that has been accessible on request through an online query interface since 2013. The corpus includes rich text materials from the blogosphere, social networks, major news sources and literary magazines. == Goals of the project == The project has the status of an educational and scientific one, and many tasks of computational linguistics are solved by independent researchers and research groups with the materials obtained by GICR. While other corpus projects of Russian are focused on fiction and edited texts, General Internet Corpus provides linguists timely opportunity to learn the language as it is, with all the slang and regional peculiarities. Corpus gives the opportunity to carry out research in Linguistic research of a wide range: dialectological research, study of word distribution, study of the language of the social networks, study of the influence of gender, age and other factors on the language, frequency of words, fixed expressions and different constructions, stylistic features of texts of different segments of the Internet, etc. Social media analysis Corpus-based machine learning for evaluating automatic tagging At various times, student papers and independent researches were carried out on the project material by students, graduates and employees of MSU, MIPT, Russian State Humanitarian University, Novosibirsk State University, Higher School of Economics, Russian Academy of Sciences, SFU, CSU, SGMP, IAAS of MSU. Scientific project leaders: Belikov V. - RSUH, Moscow, Russia Selegey V. - RSUH, ABBYY, Moscow, Russia Sharoff S. - RSUH, Moscow, Russia; University of Leeds, UK The organizations involved in support of GICR: Russian State University of Humanities ABBYY Company Moscow Institute of Physics and Technology Skolkovo Institute of Science and Technology == Size and content of the corpus == Corpus size for the summer 2016 is 19.8 billion tokens, of which 49% are from VKontakte, 40% are from LiveJournal, another 4% - from Mail.ru Blogs and News, and 2% - from Russian Magazine Hall. The sources collected in news segment are: RIA Novosti, Regnum, Lenta.ru, Rosbalt. Texts are provided with metamarkup (by date of creation of the text, sex, place and year of birth of the author, Internet genre, etc.); all texts are provided with automatic morphological tagging and lemmatization. Most of the texts collected are of 2013–2014 years of creation, although in some segments, such as in Russian Magazine Hall, there are some texts collected since 1994. GICR is one of the few mega-corpora projects nowadays, which means its available size is reaching several billion of words. == Access == Currently the interface of GICR is in beta stage, so access to the search in the corpora is provided and is free, but is available for researchers on request.
Picture Prowler
Picture Prowler was an early piece of photo management software developed around and meant to show off Xing Technology's JPEG image decompression library during the early 1990s. Little known today, it featured thumbnail based picture management, printing, etc. The primary developer was Ray Bunnage from compression / decompression libraries developed by Howard Gordon and Chris Eddy.
The Best Free AI Analytics Tool for Beginners
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