A cognitive tutor is a particular kind of intelligent tutoring system that utilizes a cognitive model to provide feedback to students as they are working through problems. This feedback will immediately inform students of the correctness, or incorrectness, of their actions in the tutor interface; however, cognitive tutors also have the ability to provide context-sensitive hints and instruction to guide students towards reasonable next steps. == Introduction == The name of Cognitive Tutor now usually refers to a particular type of intelligent tutoring system produced by Carnegie Learning for high school mathematics based on John Anderson's ACT-R theory of human cognition. However, cognitive tutors were originally developed to test ACT-R theory for research purposes since the early 1980s and they are developed also for other areas and subjects such as computer programming and science. Cognitive Tutors can be implemented into classrooms as a part of blended learning that combines textbook and software activities. The Cognitive Tutor programs utilize cognitive model and are based on model tracing and knowledge tracing. Model tracing means that the cognitive tutor checks every action performed by students such as entering a value or clicking a button, while knowledge tracing is used to calculate the required skills students learned by measuring them on a bar chart called Skillometer. Model tracing and knowledge tracing are essentially used to monitor students' learning progress, guide students to correct path to problem solving, and provide feedback. The Institute of Education Sciences published several reports regarding the effectiveness of Carnegie Cognitive Tutor. A 2013 report concluded that Carnegie Learning Curricula and Cognitive Tutor was found to have mixed effects on mathematics achievement for high school students. The report identified 27 studies that investigate the effectiveness of Cognitive Tutor, and the conclusion is based on 6 studies that meet What Works Clearinghouse standards. Among the 6 studies included, 5 of them show intermediate to significant positive effect, while 1 study shows statistically significant negative effect. Another report published by Institute of Education Sciences in 2009 found that Cognitive Tutor Algebra I to have potentially positive effects on math achievement based on only 1 study out of 14 studies that meets What Works Clearinghouse standards. It should be understood that What Works Clearinghouse standards call for relatively large numbers of participants, true random assignments to groups, and for a control group receiving either no treatment or a different treatment. Such experimental conditions are difficult to meet in schools, and thus only a small percentage of studies in education meet the standards of this clearinghouse, even though they may still be of value. == Theoretical foundations == === Four-component architecture === Intelligent tutoring systems (ITS) have a four-component architecture: a domain model, a student model, a tutoring model and an interface component. The domain model contains the rules, concepts, and knowledge related to the domain to be learned. It helps to evaluate students' performance and detect students' errors by setting a standard of domain expertise. The student model, the central component of an ITS, is expected to contain knowledge about the students: their cognitive and affective states, and their progress as they learn. The function of the student model is threefold: to gather data from and about the learner, to represent the learner's knowledge and learning process, and to perform diagnostics of a student's knowledge and select optimal pedagogical strategies. The tutoring model uses the data gained from the domain model and student model to make decisions about tutoring strategies such as whether or not to intervene, or when and how to intervene. Functions of the tutoring model include instruction delivery and content planning. The interface component reflects the decisions made by the tutoring model in different forms such as Socratic dialogs, feedback and hints. Students interact with the tutor through the learning interface, also known as communication. The interface provides domain knowledge elements. === Cognitive model === A cognitive model replicates the domain knowledge and skills comparable to that of a human expert or an advanced student of the domain. A cognitive model enables intelligent tutoring systems to respond to problem-solving situations in a way similar to a human tutor. A tutoring system adopting a cognitive model is called a cognitive tutor. A cognitive model is an expert system that generates a multitude of solutions to the problems presented to students. The cognitive model is used to trace each student's solution through complex alternative solution paths, enabling the tutor to provide step-by-step feedback and advice, and to maintain a targeted model of the student's knowledge based on student performance. === Cognitive Tutors === Cognitive Tutors provide step-by-step guidance as a learner develops a complex problem-solving skill through practice. Typically, cognitive tutors provide such forms of support as: (a) a problem-solving environment that is designed rich and "thinking visible"; (b) step-by-step feedback on student performance; (c) feedback messages specific to errors; (d) context-specific next-step hints at student's request, and (e) individualized problem selection. Cognitive Tutors accomplish two of the principal tasks characteristic of human tutoring: (1) monitors the student's performance and providing context-specific individual instruction, and (2) monitors the student's learning and selects appropriate problem-solving activities. Both cognitive model and two underlying algorithms, model tracing and knowledge tracing, are used to monitor the student's learning. In model tracing, the cognitive tutor uses the cognitive model in complex problems to follow the student's individual path and provide prompt accuracy feedback and context-specific advice. In knowledge tracing, the cognitive tutor uses a Bayesian Knowledge Tracing method of evaluating the student's knowledge and uses this student model to select appropriate problems for each student. === Cognitive architecture === Cognitive tutor development is guided by ACT-R cognitive architecture, which specifies the underlying framework developing the cognitive model or expert component of a cognitive tutor. ACT-R, a member of the ACT family, is the most recent cognitive architecture, devoted primarily to modelling human behavior. ACT-R includes a declarative memory of factual knowledge and a procedural memory of production rules. The architecture functions by matching productions on perceptions and facts, mediated by the real-valued activation levels of objects, and executing them to affect the environment or alter declarative memory. ACT-R has been used to model psychological aspects such as memory, attention, reasoning, problem solving, and language processing. == Application and utilization == The first real world applications of cognitive tutors were in the 1980s and involved a geometry proof tutor used by high school students and a LISP programming tutor used by college students in a mini course in introductory programming course at Carnegie Mellon University. Since then, cognitive tutors have been used in a variety of scenarios, with a few organizations developing their own cognitive tutor programs. These programs have been used with students spanning elementary school through university level, though primarily in the subject areas of Computer Programming, Mathematics, and Science. One of the first organizations to develop a system for use within the school system was the PACT Center at Carnegie Mellon University. Their aim was to "...develop systems that provide individualized assistance to students as they work on challenging real-world problems in complex domains such as computer programming, algebra and geometry". PACT's most successful product was the Cognitive Tutor Algebra course. Originally created in the early 1990s, this course was in use in 75 schools through the U.S. by 1999, and then its spin-off company, Carnegie Learning, now offers tutors to thousands of schools in the U.S. The Carnegie Mellon Cognitive Tutor has been shown to raise students' math test scores in high school and middle-school classrooms, and their Algebra course was designated one of five exemplary curricula for K-12 mathematics educated by the US Department of Education. There were several research projects conducted by the PACT Center to utilize Cognitive tutor for courses in Excel and to develop an intelligent tutoring system for algebra expression writing, called Ms. Lindquist. Further, in 2005, Carnegie Learning released Bridge to Algebra, a product intended for middle schools that was piloted in over 100 schools. Cognitive tutoring software is continuing to be used.
Butler in a Box
Butler in a Box was an early voice-controlled home automation device developed in 1983 by magician Gus Searcy and programmer Franz Kavan. The device allowed users to control various home electronics, such as lights and phones, using voice commands. It predated modern smart speakers and virtual assistants by several decades. == History == The idea for the Butler in a Box originated in 1983 when Searcy was asked by friends why he couldn't simply command lights to turn on and off if he could pull rabbits out of hats, given his background as a professional magician. Searcy partnered with former IBM programmer Kavan to develop the device, with their first prototype being named "Sidney". The Butler in a Box combined remote control technology with voice recognition to enable control of home devices. However, it faced challenges due to the technological limitations of the era and its high price point of nearly $1,500 (equivalent to around $3,700 in 2021). == Features and functionality == Users could activate the Butler in a Box by speaking a wake word, typically a traditional butler name, and the device would address the user as "boss". It was capable of performing tasks such as: Turning lights on and off, controlling individual zones if lights were connected to remote control modules Making and receiving phone calls Setting timers Pairing with sensors to function as a security alarm system However, the device required extensive voice training for each user, a time-consuming process compared to modern voice recognition. Additionally, settings and trained commands would be lost if power was out for over 3 hours due to the volatile memory technology used at the time. == Reception and legacy == While innovative for its time, the Butler in a Box did not achieve widespread commercial success due to its high price and the technical limitations of the 1980s. Nevertheless, it served as an important early step in the development of home automation and showcased the potential for voice-controlled technology to enhance accessibility and convenience in the home. Decades later, products like Amazon Alexa, Google Home, and Apple's Siri would make voice-controlled smart home devices commonplace and affordable, building on the groundwork laid by early attempts like the Butler in a Box.
Bridgefy
Bridgefy is a Mexican software company with offices in Mexico and California, the United States, dedicated to developing mesh-networking technology for mobile apps. It was founded circa 2014 by Jorge Rios, Roberto Betancourt and Diego Garcia who conceived the idea while participating in a tech competition called StartupBus. Bridgefy's smartphone ad hoc network technology, apparently using Bluetooth Mesh, is licensed to other apps. The app gained popularity during protests in different countries since it can operate without Internet, using Bluetooth instead. Aware of the security issues of not using cryptography and the criticism surrounding it, Bridgefy announced in late October 2020 that they adopted the Signal protocol, in both their app and SDK, to keep information private, though security researchers have demonstrated that Bridgefy's usage of the Signal Protocol is insecure. == Usage == The app gained popularity as a communication tactic during the 2019–2020 Hong Kong protests and Citizenship Amendment Act protests in India, because it requires people who want to intercept the message to be physically close because of Bluetooth's limited range, and the ability to daisy-chain devices to send messages further than Bluetooth's range. == Security == In August 2020, researchers published a paper describing numerous attacks against the application, which allow de-anonymizing users, building social graphs of users’ interactions (both in real time and after the fact), decrypting and reading direct messages, impersonating users to anyone else on the network, completely shutting down the network, performing active man-in-the-middle attacks to read messages and even modify them. In response to the disclosures, developers acknowledged that "no part of the Bridgefy app is encrypted now" and gave a vague promise to release a new version "encrypted with top security protocols". Later developers said they plan to switch to Signal Protocol, which is widely recognized by cryptographers and used by Signal and WhatsApp. The Signal Protocol was integrated into the Bridgefy app and SDK by late October 2020, with the developers claiming to have included improvements such as the impossibility of a third person impersonating any other user, man-in-the-middle attacks done by modifying stored keys, and historical proximity tracking, among others. However, in 2022, the same security researchers, now including Kenny Paterson, published a paper describing how Bridgefy's usage of the Signal Protocol was incorrect, failing to remedy the previously discovered issues. The researchers performed a demonstration, showing that it was possible for users to intercept messages intended for others without the sender noticing. The researchers disclosed the vulnerabilities to the developers of Bridgefy in August 2021, but, according to the researchers, the developers had yet to resolve the issues as of June 2022. On July 31, 2023, the security firm 7asecurity released a blog post and pentest report of a white box penetration test and overall security review of the Bridgefy app in collaboration with the platform's developers. Their review, which began in November 2022 and concluded in May 2023, identified multiple critical vulnerabilities throughout the application. Many of the issues were fixed, or partially fixed, before the end of the audit, including user impersonation and biometric bypass. Bridgefy also published a blog post on August 8, 2023, announcing the audit results.
InteLex Past Masters
InteLex Past Masters is a collection of full-text web-based scholarly editions of classic works in the humanities. InteLex Corporation was founded in 1989 by its current chief executive officer, Mark Rooks, to produce electronic versions of the works of the great philosophers, based on existing scholarly editions. The company is located in Charlottesville, Virginia. Its databases are marketed to academic institutions, with pricing based on the individual collections purchased. Content is provided in XML and searchable image format and is accessed through the InteLex Corporation website. In addition to philosophy, subject coverage includes religious studies, English literature, women's writing, social science, and history of science. InteLex databases are found in institutions in over 65 countries around the world.
Digital content
Digital content is any content that exists in the form of digital data. Digital content is stored on digital media or analog storage in specific formats. Forms of digital content include information that is digitally broadcast, streamed, or contained in computer files. Viewed narrowly, digital content includes popular media types, while a broader approach considers any type of digital information (e. g. digitally updated weather forecasts, GPS maps, and so on) as digital content. Digital content has increased as more households have accessed the Internet. Expanded access has made it easier for people to receive their news and watch TV online, challenging the popularity of traditional platforms. Increased access to the Internet has also led to the mass publication of digital content through individuals in the form of eBooks, blog posts, and even Facebook posts. == History == At the beginning of the Digital Revolution, computers facilitated the discovery, retrieval, and creation of new information in every field of human knowledge. As information became increasingly more accessible, the Digital Revolution also facilitated the creation of digital content. Despite an evolution to digital technology, which occurred somewhere between the late 1970s, distribution of digital content did not begin until the late 1990s with the rise in popularity of the Internet. In the past, digital content was primarily distributed through computers and the Internet. Methods of distribution are rapidly changing as the Digital Revolution brings new channels, such as mobile apps and eBooks. These new technologies will create challenges for content creators, as they determine the best channel to bring content to their consumers. Despite the benefits, new technologies have created new intellectual property issues. Users can easily share, modify, and redistribute content outside of the creator's control. While new technologies have made digital content available to large audiences, managing copyright and limiting content movement will continue to be an issue that digital content creators face in the future. == Types of digital content == Examples include: Video – Types of video content include home videos, music videos, TV shows, and movies. Many of these can be viewed on websites such as YouTube, Hulu, Paramount+, Disney+, HBO Max, and so on, in which people and companies alike can post content. However, many movies and television shows are not available for free legally, but rather can be purchased from sites such as iTunes and Amazon. Audio – Music is the most common form of audio. Spotify has emerged as a popular way for people to listen to music either over the Internet or from their computer desktop. Digital content in the form of music is also available through Pandora and last.fm, both of which allow listeners to listen to music online for no charge. Images – Photo and image sharing is another example of digital content. Popular sites used for this type of digital content includes Imgur, where people share self-created pictures, Flickr, where people share their photo albums, and DeviantArt, where people share their artwork. Popular apps that are used for images include Instagram and Snapchat. Visual Stories - Stories are a new type of digital content that got introduced by Snapchat. Since then, stories as a format has been introduced in a couple of other platforms such as Facebook and Linkedin. In 2018, Google introduced their AMP Stories, which provides content publishers with a mobile-focused format for delivering news and information as visually rich, tap-through stories. Text - Type of digital content which is available in text or written format. Blog websites which store data in form of textual format. === Paid digital content === In order to have access to more premium digital goods, consumers usually have to pay an upfront charge for digital content, or a subscription based fee. Video – Many licensed videos, such as movies and television shows, require money in order to be viewed or downloaded. Popular services used by many include streaming giant Netflix and Amazon's streaming service, as well as recent notice put forth by the online video platform YouTube. Audio – While songs can be streamed for free, generally in order to download most licensed music, consumers need to purchase songs from web stores, such as the popular iTunes. However, Spotify Premium is emerging as a new model for purchasing digital content on the web: consumers pay a monthly fee to unlimited streaming and downloading from Spotify's music library. According to a report done by IHS Inc. in 2013, the global consumer spending on digital content grew to over $57 billion in 2013, which was up almost 30% from $44 billion in 2012. In past years, the US has always been a leader in consumer expenditure on digital content, but as of 2013, many countries have emerged with great consumer expenditure. South Korea's overall digital spend per capita is now greater than the US. ==== Consolidation ==== According to research firm Ampere Analysis, in 2024, a small group of six media conglomerates; Disney, Comcast, Google, Warner Bros. Discovery, Netflix, and Paramount Global—are poised to dominate the global content market. These companies are projected to account for 51% of all global spending on content, a significant increase from 47% in 2020. Disney, in particular, is a major player, with an estimated $35.8 billion investment in television and film content, representing 14% of global spending. This significant increase, fueled by Disney's full ownership of Hulu, highlights the company's strategic focus on streaming services. A substantial portion of the projected $126 billion global content spending is allocated to streaming platforms. === Non-purchasable digital content === Not all digital content is purchasable, and is simply anything published digitally. This would include: News – in recent years newspapers have attempted to expand their readership by creating access to their newspapers digitally. As of 2012, 39% of readers learned about news from online formats, making news a prevalent form of digital content. Advertisements – as media consumers increasingly use digital formats to watch TV, check the weather, and search for content, advertisements have shifted to digital forms to keep up with their viewership. Advertisements are now being made digitally and placed on sites ranging from Facebook to YouTube. Question and Answer sites – these sites are a type of Internet forum where people can post questions they want answered, or provide responses to previous inquiries. With millions of questions posted each day, anyone has the ability to create content on these sites, so the information provided may not be 100% reliable or accurate. Popular sites include Yahoo! Answers, WikiAnswers and Quora. Web mapping – sites such as MapQuest and Google Maps provide users with map content. These sites give people the ability to quickly look up the location of a landmark and create routes to a destination. Online maps are a form of free content provided by companies such as Google and AOL, serving as much more efficient alternatives to the traditional Thomas Guide. == Business implications == === Digital companies === Digital content businesses can include news, information, and entertainment distributed over the Internet and consumed digitally by both consumers and businesses. Based on revenue, the leading digital businesses are ranked Google, China Mobile, Bloomberg, Reed Elsevier, and Apple. The 50 companies with the highest revenue are split between those offering free and paid digital content, but these top 50 companies combined generate revenue of $150 billion. === Educational opportunities === Programs such as CUNY's Macaulay Honors College in their New Media Lab, run by industry professional Robert Small, is set up to train and introduce students to the various disciplines within the digital content industry. The goal is to offer information and access to professional work opportunities. They also explore within an incubator how to create businesses and start ups within the world of digital content. There are many educational events in support of choosing digital content as a career. === Government support === The Irish government adopted a "Strategy for the Digital Content Industry in Ireland" in 2002.
NAPLPS
NAPLPS (North American Presentation Layer Protocol Syntax) is a graphics language for use originally with videotex and teletext services. NAPLPS was developed from the Telidon system developed in Canada, with a small number of additions from AT&T Corporation. The basics of NAPLPS were later used as the basis for several other microcomputer-based graphics systems. == History == The Canadian Communications Research Centre (CRC), based in Ottawa, had been working on various graphics systems since the late 1960s, much of it led by Herb Bown. Through the 1970s they turned their attention to building out a system of "picture description instructions", which encoded graphics commands as a text stream. Graphics were encoded as a series of instructions (graphics primitives) each represented by a single ASCII character. Graphic coordinates were encoded in multiple 6-bit strings of XY coordinate data, flagged to place them in the printable ASCII range so that they could be transmitted with conventional text transmission techniques. ASCII SI/SO characters were used to differentiate the text from graphic portions of a transmitted "page". These instructions were decoded by separate programs to produce graphics output, on a plotter for instance. Other work produced a fully interactive version. In 1975, the CRC gave a contract to Norpak to develop an interactive graphics terminal that could decode the instructions and display them on a color display. During this period, a number of companies were developing the first teletext systems, notably the BBC's Ceefax system. Ceefax encoded character data into the lines in the vertical blanking interval of normal television signals where they could not be seen on-screen, and then used a buffer and decoder in the user's television to convert these into "pages" of text on the display. The Independent Broadcasting Authority quickly introduced their own ORACLE system, and the two organizations subsequently agreed to use a single standard, the "Broadcast Teletext Specification". This later became World System Teletext. At about the same time, other organizations were developing videotex systems, similar to teletext except they used modems to transmit their data instead of television signals. This was potentially slower and used up a telephone line, but had the major advantage of allowing the user to transmit data back to the sender. The UK's General Post Office developed a system using the Ceefax/ORACLE standard, launching it as Prestel, while France prepared the first steps for its ultimately very successful Minitel system, using a rival display standard called Antiope. By 1977, the Norpak system was running, and from this work the CRC decided to create their own teletext/videotext system. Unlike the systems being rolled out in Europe, the CRC decided from the start that the system should be able to run on any combination of communications links. For instance, it could use the vertical blanking interval to send data to the user, and a modem to return selections to the servers. It could be used in a one-way or two-way system. In teletext mode, character codes were sent to users' televisions by encoding them as dot patterns in the vertical blanking interval of the video signal. Various technical "tweaks" and details of the NTSC signals used by North American televisions allowed the downstream videotex channel to increase to 600 bit/s, about twice that used in the European systems. In videotext mode, Bell 202 modems were typical, offering a 1,200 bit/s download rate. A set top box attached to the TV decoded these signals back into text and graphics pages, which the user could select among. The system was publicly launched as Telidon on August 15, 1978. Compared to the European standards, the CRC system was faster, bi-directional, and offered real graphics as opposed to simple character graphics. The downside of the system was that it required much more advanced decoders, typically featuring Zilog Z80 or Motorola 6809 processors with RGB and/or RF output. The Innovation, Science and Economic Development Canada (then Department of Communications) launched a four-year plan to fund public roll-outs of the technology in an effort to spur the development of a commercial Telidon system. AT&T Corporation was so impressed by Telidon that they decided to join the project. They added a number of useful extensions, notably the ability to define original graphics commands (macro) and character sets (DRCS). They also tabled algorithms for proportionally spaced text, which greatly improved the quality of the displayed pages. A joint CSA/ANSI working group (X3L2.1) revised the specifications, which were submitted for standardization. In 1983, they became CSA T500 and ANSI X3.110, or NAPLPS. The data encoding system was also standardized as the NABTS (North American Broadcast Teletext Specification) protocol. Business models for Telidon services were poorly developed. Unlike the UK, where teletext was supported by one of only two large companies whose whole revenue model was based on a read-only medium (television), in North America Telidon was being offered by companies who worked on a subscriber basis. == One-way systems == Telidon-based teletext was tested in a few North American trials in the early 1980s — CBC IRIS, TVOntario, MTS-sponsored Project IDA, to name a few. NAPLPS was also part of the NABTS teletext standard, for the encoding and display of teletext pages. In the late 1980s and early 1990s, affiliates of the regional sports network group SportsChannel ran a service called Sports Plus Network, which ran sports news and scores while SportsChannel was not otherwise on the air. The screens, which frequently featured team logos or likenesses of players in addition to text, were drawn entirely with NAPLPS graphics and resembled the loading of Prodigy pages over a modem, though slightly faster. == Two-way systems == Various two-way systems using NAPLPS appeared in North America in the early 1980s. The biggest North American examples were Knight Ridder's Viewtron (based in Miami) and the Los Angeles Times' Gateway service (based in Orange County). Both used the Sceptre NAPLPS terminal from AT&T. The Sceptre contained a slow modem that connected over the consumer's telephone line to host computers. The Sceptre was expensive whether purchased or rented. Despite huge investments by their parent companies, neither Viewtron nor Gateway lasted into the second half of the decade. Another system, Keyfax, was developed by Keycom Electronic Publishing, a joint venture of Honeywell, Centel (since acquired by Sprint) and Field Enterprises, then-owner of the Chicago Sun-Times newspaper. Keyfax had originally been a WST teletext service, broadcast overnights on Field's Chicago television station WFLD-32 and through the VBI of both WFLD and national superstation WTBS; the decision was made to convert Keyfax into a subscription service, using a proprietary NAPLPS terminal device in a last-ditch effort to save the service. It did not work and Keyfax had ceased operations by the end of 1986. Other early-1980s NAPLPS technology was deployed in Canada, both as a way for rural Canadians to get news and weather information and as the platform for touchscreen information kiosks. In Vancouver these were featured at Expo 86. The kiosks became ubiquitous in Toronto under the name Teleguide, and were deployed in many shopping centres and at major tourist attractions. The latter city was the North American nexus of NAPLPS and the home of Norpak, the most successful of NAPLPS-oriented developers. Norpak created and sold hardware and software for NAPLPS development and display. TVOntario also developed NAPLPS content creation software. London, Ontario - based Cableshare used NAPLPS as the basis of touch-screen information kiosks for shopping malls, the flagship of which was deployed at Toronto's Eaton Centre. The system relied on an 8085-based microcomputer which drove several NAPLPS terminals fitted with touch screens, all communicating via Datapac to a back end database. The system offered news, weather and sports information along with shopping mall guides and coupons. Cableshare also developed and sold a leading NAPLPS page creation utility called the "Picture Painter." In the late 1980s, Tribune Media Services (TMS) and the Associated Press operated a cable television channel called AP News Plus that provided NAPLPS-based news screens to cable television subscribers in many U.S. cities. The news pages were created and edited by TMS staffers working on an Atex editing system in Orlando, Florida, and sent by satellite to NAPLPS decoder devices located at the local cable television companies. Among the firms providing technology to TMS and the Associated Press for the AP News Plus channel was Minneapolis-based Electronic Publishers Inc. (1985–1988). In 1981, two amateur radio operators (VE3FTT and VE3GQW) received special permission from the Canad
Magnetoquasistatic field
A magnetoquasistatic field is a class of electromagnetic field in which a slowly oscillating magnetic field is dominant. A magnetoquasistatic field is typically generated by low-frequency induction from a magnetic dipole or a current loop. The magnetic near-field of such an emitter behaves differently from the more commonly used far-field electromagnetic radiation. At low frequencies the rate of change of the instantaneous field strength with each cycle is relatively slow, giving rise to the name "magneto-quasistatic". The near field or quasistatic region typically extends no more than a wavelength from the antenna, and within this region the electric and magnetic fields are approximately decoupled. Weakly conducting non-magnetic bodies, including the human body and many mineral rocks, are effectively transparent to magnetoquasistatic fields, allowing for the transmission and reception of signals through such obstacles. Also, long-wavelength (i.e. low-frequency) signals are better able to propagate round corners than shorter-wave signals. Communication therefore need not be line-of-sight. The communication range of such signals depends on both the wavelength and the electromagnetic properties of the intervening medium at the chosen frequency, and is typically limited to a few tens of meters. == Physical principles == The laws of primary interest are Ampère's circuital law (with the displacement current density neglected) and the magnetic flux continuity law. These laws have associated with them continuity conditions at interfaces. In the absence of magnetizable materials, these laws determine the magnetic field intensity H given its source, the current density J. H is not everywhere irrotational. However, it is solenoidal everywhere. == Equipment design == A typical antenna comprises a 50-turn coil around a polyoxymethylene tube with diameter 16.5 cm, driven by a class E oscillator circuit. Such a device is readily portable when powered by batteries. Similarly, a typical receiver consist of an active receiving loop with diameter of one meter, an ultra-low-noise amplifier, and a band-pass filter. In operation the oscillator drives current through the transmitting loop to create an oscillating magnetic field. This field induces a voltage in the receiving loop, which is then amplified. Because the quasistatic region is defined within one wavelength of the electromagnetic source, emitters are limited to a frequency range between about 1 kHz and 1 MHz. Reducing the oscillating frequency increases the wavelength and hence the range of the quasistatic region, but reduces the induced voltage in the receiving loops which worsens the signal-to-noise ratio. In experiments carried out by the Carnegie Institute of Technology, the maximum range reported by was 50 meters. == Applications == === Resonant inductive coupling === In resonant coupling, the source and receiver are tuned to resonate at the same frequency and are given similar impedances. This allows power as well as information to flow from the source to the receiver. Such coupling via the magnetoquasistatic field is called resonant inductive coupling and can be used for wireless energy transfer. Applications include induction cooking, induction charging of batteries and some kinds of RFID tag. === Communications === Conventional electromagnetic communication signals cannot pass through the ground. Most mineral rock is neither electrically conducting nor magnetic, allowing magnetic fields to penetrate. Magnetoquasistatic systems have been successfully used for underground wireless communication, both surface-to-underground and between underground parties. At extremely low frequencies, below about 1 kHz, the wavelength is long enough for long-distance communication, although at a slow data rate. Such systems have been installed in submarines, with the local antenna comprising a wire up to several kilometers in length and trailed behind the vessel when at or near the surface. === Position and orientation tracking === Wireless position tracking is being increasingly used in applications such as navigation, security, and asset tracking. Conventional position tracking devices use high frequencies or microwaves, including global positioning systems (GPS), ultra-wide band (UWB) systems, and radio frequency identification systems (RFID), but these systems can easily be blocked by obstacles in their path. Magnetoquasistatic positioning takes advantage of the fact that the fields are largely undisturbed when in the presence of human beings and physical structures, and can be used for both position and orientation tracking for ranges up to 50 meters. To accurately determine the orientation and position of a dipole/emitter, allowance must be made not only for the field pattern generated by the emitter, but also for the eddy-currents they induce in the earth, which create secondary fields detectable by the receivers. By using complex image theory to correct this field generation from earth, and by using frequencies on the order of a few hundred kilohertz to obtain the required signal-to-noise ratio (SNR), it is possible to analyze the position of the dipole through azimuthal orientation, θ {\displaystyle \theta } , and inclination orientation, ϕ {\displaystyle \phi } . A Disney research team has used this technology to effectively determine the position and orientation of an American football, something not traceable through conventional wave propagation techniques due to human body obstruction. They inserted an oscillator-driven coil, around the diameter of the center of the ball, to generate the magnetoquasistatic field. The signal was able to pass undisturbed through multiple players.