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
Key–value database
A key-value database, or key-value store, is a data storage paradigm designed for storing, retrieving, and managing associative arrays, a data structure more commonly known today as a dictionary. Dictionaries contain a collection of objects, or records, which in turn have many different fields within them. These records are stored and retrieved using a key that uniquely identifies the record, and is used to find the data within the database. Key-value databases differ from the better known relational databases (RDB). RDBs pre-define the data structure in the database as a series of tables containing fields with well-defined data types. Exposing the data types to the database program allows it to apply various optimizations. In contrast, key-value systems treat the value as opaque to the database itself, and typically support only simple operations such as storing, retrieving, updating, and deleting a value by its key. This offers considerable flexibility and makes such systems well suited to low-latency, high-throughput workloads dominated by direct key lookups, but less suitable for applications that require complex queries or explicit relationships among records. A lack of standardization, limited transaction support, and relatively simple query interfaces long restricted many key-value systems to specialized uses, but the rapid move to cloud computing after 2010 helped drive renewed interest in them as part of the broader NoSQL movement. Some graph databases, such as ArangoDB, are also key–value databases internally, adding the concept of relationships (pointers) between records as a first-class data type. == Types and examples == Key–value systems span a wide consistency spectrum, from eventually consistent designs to strongly consistent or serializable ones, and some allow the consistency level to be configured as part of the trade-off against latency and availability. Renewed interest in key–value and other NoSQL systems was driven in part by the demands of big data, distributed, and cloud applications. Their scalability and availability made them attractive for cloud data management, although limited transaction support, low-level query interfaces, and the lack of standardization remained obstacles to wider adoption. Some maintain data in memory (RAM), while others employ solid-state drives or rotating disks. Some key–value systems add additional structure to their keys. For example, Oracle NoSQL Database organizes records using composite keys with "major" and "minor" components, an arrangement that Oracle compares to a directory-path structure in a file system. More generally, however, key–value stores are defined by their use of unique keys associated with opaque values and by their emphasis on simple key-based operations. Unix included dbm (database manager), a minimal database library written by Ken Thompson for managing associative arrays with a single key and hash-based access. Later implementations and related libraries included sdbm, GNU dbm (gdbm), and Berkeley DB. A more recent example is RocksDB, a persistent key–value storage engine developed at Facebook and designed for large-scale applications. Other examples include in-memory systems such as Memcached and Redis, and persistent systems such as Berkeley DB, Riak, and Voldemort.
Physical access
Physical access is a term in computer security that refers to the ability of people to physically gain access to a computer system. According to Gregory White, "Given physical access to an office, the knowledgeable attacker will quickly be able to find the information needed to gain access to the organization's computer systems and network." == Attacks and countermeasures == === Attacks === Physical access opens up a variety of avenues for hacking. Michael Meyers notes that "the best network software security measures can be rendered useless if you fail to physically protect your systems," since an intruder could simply walk off with a server and crack the password at his leisure. Physical access also allows hardware keyloggers to be installed. An intruder may be able to boot from a CD or other external media and then read unencrypted data on the hard drive. They may also exploit a lack of access control in the boot loader; for instance, pressing F8 while certain versions of Microsoft Windows are booting, specifying 'init=/bin/sh' as a boot parameter to Linux (usually done by editing the command line in GRUB), etc. One could also use a rogue device to access a poorly secured wireless network; if the signal were sufficiently strong, one might not even need to breach the perimeter. === Countermeasures === IT security standards in the United States typically call for physical access to be limited by locked server rooms, sign-in sheets, etc. Physical access systems and IT security systems have historically been administered by separate departments of organizations, but are increasingly being seen as having interdependent functions needing a single, converged security policy. An IT department could, for instance, check security log entries for suspicious logons occurring after business hours, and then use keycard swipe records from a building access control system to narrow down the list of suspects to those who were in the building at that time. Surveillance cameras might also be used to deter or detect unauthorized access.
Secure environment
In computing, a secure environment is any system which implements the controlled storage and use of information. In the event of computing data loss, a secure environment is used to protect personal or confidential data. It may also be known as a trusted execution environment (TEE). Often, secure environments employ cryptography as a means to protect information. This is typically used for processing confidential or restricted information. Some secure environments employ cryptographic hashing, simply to verify that the information has not been altered since it was last modified.
Hekaton (database)
Hekaton (also known as SQL Server In-Memory OLTP) is an in-memory database for OLTP workloads built into Microsoft SQL Server. Hekaton was designed in collaboration with Microsoft Research and was released in SQL Server 2014. Traditional RDBMS systems were designed when memory resources were expensive, and were optimized for disk storage. Hekaton is instead optimized for a working set stored entirely in main memory, but is still accessible via T-SQL like normal tables. It is fundamentally different from the "DBCC PINTABLE" feature in earlier SQL Server versions. Hekaton was announced at the Professional Association for SQL Server (PASS) conference 2012.
Nvidia Omniverse
Omniverse is a real-time 3D graphics collaboration platform created by Nvidia. It has been used for applications in the visual effects and "digital twin" industrial simulation industries. Omniverse makes extensive use of the Universal Scene Description (USD) format. == Third-party Integrations == Omniverse supports integration with external computer-aided design tools through third-party connectors. For example, academic work has demonstrated a connector linking Omniverse with the open-source CAD system FreeCAD, enabling collaborative access to CAD geometry via the Omniverse Nucleus server and extending Omniverse usage beyond media and entertainment workflows.
Radioplayer
Radioplayer is a radio technology platform, owned by UK radio broadcasters and operated under licence in some other countries. It operates an internet radio web tuner, a set of mobile phone apps, an in-car adaptor, and a growing range of integrations with other connected devices and platforms. Radioplayer is operated by UK Radioplayer Ltd which is a not-for-profit organisation owned by UK radio broadcasters. Initial shareholders were the BBC, Global Radio, GMG Radio, Absolute Radio and RadioCentre. After consolidation in the radio market, current shareholders are the BBC, Global Radio, Bauer Media Group and RadioCentre. == History == Launched in the UK on 31 March 2011, Radioplayer set out to offer a simple and accessible way to listen to radio via the internet. It contained 157 stations at launch. Initially working internally at the BBC for Tim Davie, then Director of BBC Audio & Music, Michael Hill led the project since March 2009; he was made Managing Director of UK Radioplayer Ltd on 28 July 2010. At launch, Radioplayer was a simple and straightforward Flash-based radio player, linked-to by radio stations on their own website. The player included searching and bookmarking across all of UK radio station content. On 5 October 2012, Radioplayer launched a mobile app on iOS phones with an Android version following shortly afterwards. The apps are unavailable for download outside the United Kingdom. This was followed by a tablet app on 25 September 2013. The apps also support Android Wear, Android Auto, Smart Device Link, Apple Watch and Apple CarPlay. They are also compatible with Chromecast and Airplay. In September 2016, Radioplayer announced it had been chosen by Amazon to integrate with their new voice-controlled 'Echo' device, ahead of its UK launch. In July 2017, Radioplayer integrated with the Sonos and Bose multi-room speaker platforms. UK Radioplayer currently contains around 500 UK stations, from Ofcom-licensed broadcasters. Online-only 'sister-stations' can also be added, but only by broadcasters with Ofcom licences which have been on the platform for over a year. == Radioplayer Car == Radioplayer Car was announced in September 2014 as a hybrid radio receiver that switches between FM, DAB and streaming to find the strongest signal. Speaking in Oslo in June 2015, Michael Hill said that he hoped to launch the product in the UK and Norway during the summer of 2015. In February 2017, Radioplayer Car was launched. It was marketed as the world’s first voice-controlled hybrid radio adaptor for car stereos. A small box, fitted behind the dashboard, links to the auxiliary input on an existing car radio. It connects wirelessly via Bluetooth to the driver’s smartphone by an app. The adaptor enabled drivers to listen to their own smartphone music collections using Bluetooth, take hands-free calls, listen to inbound text messages and receive instant audio travel news, customised by GPS to their location and direction of travel. The hardware was manufactured under licence by car audio interfaces supplier Connects2, and Hyde Park Corner was promoted as the preferred installer of the audio equipment. There were several spin-off benefits of the Radioplayer Car project, including the creation of the hybrid radio metadata API for cars, known as the 'WRAPI' (Worldwide Radioplayer API). == International == Through a separate company called Radioplayer Worldwide, Radioplayer technology is licensed to a number of different territories.