The General-Purpose AI Code of Practice (GPAI CoP) is a compliance tool released by the European Commission on 10 July 2025 to support compliance with the European Union Artificial Intelligence Act (AI Act). It provides operational guidance for providers of general-purpose AI models, particularly in relation to Articles 53 and 55 of the AI Act, which entered into application on 2 August 2025. The Code is organised into three chapters (Transparency, Copyright, and Safety and Security) and outlines how providers can meet the Act's relevant obligations. Although non-binding, providers can rely on adherence to the Code, meaning that EU regulators will assume that providers following the Code meet the corresponding legal requirements of the AI Act. As such, signatories to the Code will benefit from reduced administrative burdens and increased legal certainty compared to providers that prove compliance in other ways. While adherence to the Code is voluntary, compliance with the AI Act is not. == Background == The EU AI Act, adopted in 2024, established a risk-based regulatory regime for artificial intelligence in the European Union. The rationale for the GPAI CoP stems from Article 56 of the AI Act, which empowers the EU AI Office to develop a voluntary rulebook to guide how AI model providers can meet their legal obligations – specifically those found in Articles 53 and 55. Under Articles 53 and 55, developers of general-purpose AI models whose training compute exceeds 1023 floating-point operations (FLOPs) and that are placed on the EU market must meet transparency obligations and put in place a policy for EU copyright law. Models trained with more than 1025 FLOPs are classified as presenting systemic risk and are subject to enhanced safety requirements. The Commission may also designate a model as presenting systemic risk if it has equivalent impact or capabilities (Annex XIII criteria), even below that compute figure. Because the AI Act is relatively vague on how model providers should implement these requirements, the Code is meant to help by detailing processes and practices for compliance. == Drafting process == The development of the GPAI CoP was drawn up by 13 independent experts and involved four thematic working groups: Transparency & Copyright, Risk assessment for systemic risk, Technical risk mitigation for systemic risk, and Governance risk mitigation for systemic risk. Each group was coordinated by the European Union Artificial Intelligence Office (EU AI Office), drawing on contributions from nearly 1,000 stakeholders, including AI developers, academics, civil society organisations, national authorities, and international observers. The Code underwent three earlier iterations in November 2024, December 2024, and March 2025, before the final version was published on 10 July 2025, more than two months later than initially planned. The GPAI CoP will likely be updated continuously by the EU AI Office, alongside other tools such as the training data summary template. == Signatories == Among U.S.-based technology companies, Amazon, Anthropic, Google, IBM, Microsoft, and OpenAI have signed the GPAI CoP. xAI, founded by Elon Musk, has signed only one of the three chapters, namely the safety and security chapter. Prominent European AI companies that have signed include Aleph Alpha and Mistral AI. The European Commission maintains an updated list of signatories. As of January 2026, Meta is the most notable company that has declined to sign the Code. Major Chinese AI companies, such as Alibaba, Baidu or Deepseek, have also not signed. Providers that do not sign the GPAI CoP will still have to adhere to the binding requirements of the EU AI Act. The European Commission has indicated that it may take tougher action against companies that didn't sign the Code. == Transparency and Copyright chapters == The first two chapters of the GPAI CoP address transparency and copyright compliance and apply to all GPAI providers. They offer a way to demonstrate compliance with their obligations under Article 53 AI Act. The Transparency chapter addresses the documentation of a model's capabilities, limitations, and points of contact, and expects providers to make key documentation available to downstream providers. Signatories must also publish summaries of the content used to train their models. In the Copyright chapter, Signatories commit to follow a policy that aligns with EU copyright law. For example, they commit to mitigating the risk of copyright-infringing output. == Safety and Security chapter == The Safety and Security chapter is the most extensive chapter of the Code, and it applies to GPAI models with systemic risk, meaning it's only relevant to the small number of providers of the most advanced models. It specifies how Signatories commit to meeting Article 55(1) obligations to: Conduct model evaluations to identify systemic risks Assess and mitigate those risks Track and report serious incidents Ensure the cyber and physical security of their models The chapter outlines a comprehensive risk management process that must be applied before major deployment decisions, such as releasing a new systemic-risk GPAI model in the EU market, or substantially updating an existing one. Signatories commit to identifying systemic risks of their model, analysing and evaluating them, determining whether risk levels are acceptable, and implementing mitigation measures if necessary. This process should be repeated until models achieve an acceptable level of risk across all identified risks. === Risk identification === Signatories commit to analysing and evaluating at least four “specified” categories of systemic risk: CBRN (chemical, biological, radiological, and nuclear) Loss of control Cyber offence Harmful manipulation They are also expected to identify other systemic risks to public health, safety, and fundamental rights. The Code instructs providers to consider model capabilities, propensities, and affordances in this identification. Signatories commit to developing risk scenarios illustrating how identified risks could materialise in real-world conditions. === Risk analysis and risk evaluation === After identifying potential systemic risks, Signatories commit to analysing and evaluating the risks in order to determine whether they are acceptable or not, drawing on scientific literature, training data analysis, incident databases, expert consultation, and other sources. They also commit to conducting state-of-the-art model evaluations such as benchmarking, red teaming, and human uplift studies, targeting each risk. The risk analysis process is interconnected: insights from risk modelling should inform model evaluation design, while post-market monitoring should feed back into ongoing analysis. Signatories commit to ultimately estimating the likelihood and severity of each systemic risk. ==== Independent external model evaluations ==== Appendix 3.5 of the Safety and Security chapter requires signatories to ensure that independent external evaluators conduct model evaluations. Signatories may claim an exemption from this requirement only if they can demonstrate that their model is “similarly safe” to another model that has already been shown to comply with the Code, or if they are unable to appoint an appropriately qualified evaluator. The determination of “similarly safe” is based on comparable performance on benchmarks and the similarity of other model characteristics, such as their architecture. The CoP acknowledges that this kind of information is typically available only for models by the same provider, or potentially for open-weights or open-source models. === Risk acceptance criteria === The Code requires providers to compare estimated risks against predefined acceptance criteria, which must be measurable, based on model capabilities, and defined preemptively. While providers get to determine the level of risk they deem acceptable themselves, the pre-defined criteria and acceptance thresholds ensure providers cannot adjust their level of tolerance flexibly ahead of deployment decisions. Only if all risks are below acceptable levels should a model be deployed. === Continuous risk management and governance === The Code mandates ongoing risk management throughout the model lifecycle, including light-touch evaluations, continuous mitigation, post-market monitoring, and incident tracking and reporting. It further requires organisational governance structures assigning responsibility for risk management and expects providers to promote a “healthy risk culture,” including informing employees about the whistleblower protection policy, allowing internal challenges of decisions concerning systemic risk management, and committing to not retaliating against employees who disclose concerns about systemic risks to oversight authorities. === Documentation and transparency === Signatories commit to creating two types of documentation: Safety and Security Frame
Orleans (software framework)
Orleans is a cross-platform software framework for building scalable and robust distributed interactive applications based on the .NET Framework or on the more recent .NET. == Overview == Orleans was originally created by the eXtreme Computing Group at Microsoft Research and introduced the virtual actor model as a new approach to building distributed systems for the cloud. Orleans scales from a single on-premises server to highly-available and globally distributed applications in the cloud. The virtual actor model is based on the actor model but has several differences: A virtual actor always exists, it cannot be explicitly created or destroyed. Virtual actors are automatically instantiated. If a server hosting an actor crashes, the next message sent to the actor causes it to be reinstantiated automatically. The server that an actor is on is transparent to the application code. Orleans can automatically create multiple instances of the same stateless actor. Starting with cloud services for the Halo franchise, the framework has been used by a number of cloud services at Microsoft and other companies since 2011. The core Orleans technology was transferred to 343 Industries and is available as open source since January 2015. The source code is licensed under MIT License and hosted on GitHub. Orleans runs on Microsoft Windows, Linux, and macOS and is compatible with .NET Standard 2.0 and above. == Features == Some Orleans features include: Persistence Distributed ACID transactions Streams Timers & Reminders Fault tolerance == Related implementations == The Electronic Arts BioWare division created Project Orbit. It is a Java implementation of virtual actors that was heavily inspired by the Orleans project.
Global digital divide
The global digital divide describes global disparities, primarily between developed and developing countries, in regards to access to computing and information resources such as the Internet and the opportunities derived from such access. The Internet is expanding very quickly, and not all countries—especially developing countries—can keep up with the constant changes. The term "digital divide" does not necessarily mean that someone does not have technology; it could mean that there is simply a difference in technology. These differences can refer to, for example, high-quality computers, fast Internet, technical assistance, or telephone services. == Statistics == There is a large inequality worldwide in terms of the distribution of installed telecommunication bandwidth. In 2014 only three countries (China, US, Japan) host 50% of the globally installed bandwidth potential (see pie-chart Figure on the right). This concentration is not new, as historically only ten countries have hosted 70–75% of the global telecommunication capacity (see Figure). The U.S. lost its global leadership in terms of installed bandwidth in 2011, being replaced by China, which hosts more than twice as much national bandwidth potential in 2014 (29% versus 13% of the global total). == Versus the digital divide == The global digital divide is a special case of the digital divide; the focus is set on the fact that "Internet has developed unevenly throughout the world" causing some countries to fall behind in technology, education, labor, democracy, and tourism. The concept of the digital divide was originally popularized regarding the disparity in Internet access between rural and urban areas of the United States of America; the global digital divide mirrors this disparity on an international scale. The global digital divide also contributes to the inequality of access to goods and services available through technology. Computers and the Internet provide users with improved education, which can lead to higher wages; the people living in nations with limited access are therefore disadvantaged. This global divide is often characterized as falling along what is sometimes called the North–South divide of "northern" wealthier nations and "southern" poorer ones. == Obstacles to a solution == Some people argue that necessities need to be considered before achieving digital inclusion, such as an ample food supply and quality health care. Minimizing the global digital divide requires considering and addressing the following types of access: === Physical access === Involves "the distribution of ICT devices per capita…and land lines per thousands". Individuals need to obtain access to computers, landlines, and networks in order to access the Internet. This access barrier is also addressed in Article 21 of the convention on the Rights of Persons with Disabilities by the United Nations. === Financial access === The cost of ICT devices, traffic, applications, technician and educator training, software, maintenance, and infrastructures require ongoing financial means. Financial access and "the levels of household income play a significant role in widening the gap". === Socio-demographic access === Empirical tests have identified that several socio-demographic characteristics foster or limit ICT access and usage. Among different countries, educational levels and income are the most powerful explanatory variables, with age being a third one. While a Global Gender Gap in access and usage of ICT's exist, empirical evidence shows that this is due to unfavorable conditions concerning employment, education and income and not to technophobia or lower ability. In the contexts understudy, women with the prerequisites for access and usage turned out to be more active users of digital tools than men. In the US, for example, the figures for 2018 show 89% of men and 88% of women use the Internet. === Cognitive access === In order to use computer technology, a certain level of information literacy is needed. Further challenges include information overload and the ability to find and use reliable information. === Design access === Computers need to be accessible to individuals with different learning and physical abilities including complying with Section 508 of the Rehabilitation Act as amended by the Workforce Investment Act of 1998 in the United States. === Institutional access === In illustrating institutional access, Wilson states "the numbers of users are greatly affected by whether access is offered only through individual homes or whether it is offered through schools, community centers, religious institutions, cybercafés, or post offices, especially in poor countries where computer access at work or home is highly limited". === Political access === Guillen & Suarez argue that "democratic political regimes enable faster growth of the Internet than authoritarian or totalitarian regimes." The Internet is considered a form of e-democracy, and attempting to control what citizens can or cannot view is in contradiction to this. Recently situations in Iran and China have denied people the ability to access certain websites and disseminate information. Iran has prohibited the use of high-speed Internet in the country and has removed many satellite dishes in order to prevent the influence of Western culture, such as music and television. === Cultural access === Many experts claim that bridging the digital divide is not sufficient and that the images and language needed to be conveyed in a language and images that can be read across different cultural lines. A 2013 study conducted by Pew Research Center noted how participants taking the survey in Spanish were nearly twice as likely not to use the internet. == Examples == In the early 21st century, residents of developed countries enjoy many Internet services which are not yet widely available in developing countries, including: Mobile phones and small electronic communication devices; E-communities and social-networking; Fast broadband Internet connections, enabling advanced Internet applications; Affordable and widespread Internet access, either through personal computers at home or work, through public terminals in public libraries and Internet cafes, and through wireless access points; E-commerce enabled by efficient electronic payment networks like credit cards and reliable shipping services; Virtual globes featuring street maps searchable down to individual street addresses and detailed satellite and aerial photography; Online research systems which enable users to peruse newspaper and magazine articles that may be centuries old, without having to leave home; Electronic readers such as Kindle, Sony Reader, Samsung Papyrus and Iliad by iRex Technologies; Price engines which help consumers find the best possible online prices and similar services which find the best possible prices at local retailers; Electronic services delivery of government services, such as the ability to pay taxes, fees, and fines online. Further civic engagement through e-government and other sources such as finding information about candidates regarding political situations. == Proposed remedies == There are four specific arguments why it is important to "bridge the gap": Economic equality – For example, the telephone is often seen as one of the most important components, because having access to a working telephone can lead to higher safety. If there were to be an emergency, one could easily call for help if one could use a nearby phone. In another example, many work-related tasks are online, and people without access to the Internet may not be able to complete work up to company standards. The Internet is regarded by some as a basic component of civic life that developed countries ought to guarantee for their citizens. Additionally, welfare services, for example, are sometimes offered via the Internet. Social mobility – Computer and Internet use is regarded as being very important to development and success. However, some children are not getting as much technical education as others, because lower socioeconomic areas cannot afford to provide schools with computer facilities. For this reason, some kids are being separated and not receiving the same chance as others to be successful. Democracy – Some people believe that eliminating the digital divide would help countries become healthier democracies. They argue that communities would become much more involved in events such as elections or decision making. Economic growth – It is believed that less-developed nations could gain quick access to economic growth if the information infrastructure were to be developed and well used. By improving the latest technologies, certain countries and industries can gain a competitive advantage. While these four arguments are meant to lead to a solution to the digital divide, there are a couple of other components that need to be considered. The first one is rural living versus s
Höhere Graphische Bundes-Lehr- und Versuchsanstalt
The Höhere Graphische Bundes-Lehr- und Versuchsanstalt (HGBLuVA) ("Higher Federal Institution for Graphic Education and Research"), now commonly known as "die Graphische", founded in 1888 in Vienna, is a vocational college for professions in visual communication and media technology in Austria. == History == === Opening === Originally set up as a photographic research institute by the President of the Photographic Society, the graphic teaching and research institute (GLV) was created through the incorporation of the photographic school (a department for photographic reproduction processes connected to the Salzburg State Building School) and the Hörwarter general drawing school in Vienna. Since its foundation, it has made an important contribution to the establishment and development of the graphic professions. According to a resolution of March 14, 1887, the City Council of Vienna made three floors of the municipal building in Vienna VII, Westbahnstraße 25, available to the former Schottenfelder Realschule for the establishment of a teaching and research institute for photography and reproduction processes. The k. k. Lehr- und Versuchsanstalt für Photographie und Reproductionsverfahren, founded and directed (1888–1923) by Josef Maria Eder, previously of the Technologische Gewerbemuseum (Museum of Applied Technology), for which he established a Section for Photography and Reproduction Techniques, and the Vienna State Trade School where, recently qualified as a university lecturer, he began teaching chemistry and physics in 1881. It opened on March 1, 1888 with 108 students. In the next school year the number of students rose to 174. In 1890, Eder placed a Wothly solar camera (an early means of enlarging negatives) on the roof. In the context of the history of vocational schools and the applied arts, pioneering educational reforms in Austria from the 1870s created institutions like it outside the format of the classical university, it being a special variation on the “state trade school” (“Staats-Gewerbeschule”). Eder based his institution on earlier foreign models such as the Conservatoire des arts et métiers in Paris (founded 1794), that housed a museum of history and technology and hosted with evening lectures and demonstrations, with lectures in photography commencing in 1891. From 1897 onwards the name Graphische Lehr- und Versuchsanstalt came into being . In 1906, Emperor Franz Joseph granted the school the designation “Imperial and Royal” in the title, and the Republic of Austria confirmed this distinction when the school's Federal Chancellery approved the use of the national coat of arms. === The beginnings === The GLV was instituted on August 27, 1887 "by the highest resolution to approve the activation of this teaching and research institute in Vienna on March 1, 1888". The aim of the institute was the “training of specialist photographers, retouchers, collotype printers, photolithographers, etc., the instruction of artists, scholars and technicians who want to learn photography as an auxiliary science, furthermore the testing of equipment, chemicals and the implementation of independent scientific investigations in the areas of Photochemistry and Related Subjects”. The school consisted of two departments; the Institute for Photography and Reproduction Processes and the Research Institute, and in 1891 the Board of Book Printers and Type Founders pointed out the urgent need to add a department for book printers to the school. In 1897 an additional section for the book and illustration trade was opened, the school called "KK Graphische Lehr- und Versuchsanstalt" was then divided into four sections: Section I: Institute for Photography and Reproduction (corresponds to the former Institute for Photography and Reproduction Processes) Section II: College for the book and illustration trade Section III: Research institute for photochemistry and graphic printing processes (corresponds to the original research institute) Section IV: Collections: graphic collection, library and equipment collection The first original lithographs by famous artists such as Luigi Kasimir and Tina Blau are thanks to the special course for lithography and lithography introduced in 1905 and 'algraphy' - a planographic printing process from an aluminum plate instead of the stone used in lithography - was first taught in Austria in 1896 at the GLV. The specialty course for lithography and lithography existed until 1913/14, after which a specialist course for xylography (wood engraving and woodcuts) was offered. In 1908 the graphic arts department was set up on the top floor of the neighbouring house at Westbahnstraße 27 connected by a spiral staircase still in existence in the courtyard at the current location on Leyserstraße. === Women in the graphic teaching and research institute === From 1908 women were also officially admitted. For the period from 1888 to 1918/19, a total of 718 female students at the Graphische are recorded in the largely preserved class lists. Due to changes and new requirements in the job description, the proportion of women continued to grow, so that in some classes it exceeded two thirds. === The Graphics Department === In 1916, the school statute was changed: all-day lessons with photography internship in the 1st and 2nd years as well as training for disabled people were introduced and a drawing school was added. After the First World War, the school was renamed several times: In 1919 the name was "Deutsch-Österreichische Graphische Lehr- und Versuchsanstalt"; changed in 1920 to "Staatliche Graphische Lehr- und Versuchsanstalt" and in 1923 to "Graphic Education and Research Institute". === The school in the time of National Socialism === The "annexation of Austria by Germany" resulted in organisational restructuring: semesters were introduced and the GLV was made a subordinate level of a university of the graphic arts administered in Leipzig. In 1939 the school became a state graphic teaching and research institute . Up to this point, two thirds of all Austrian postage stamps had been designed and engraved in the Graphische. === Post-war period === In 1945 the period of study at the technical school was extended to four years. In 1948, “manual graphics” became “commercial graphics” followed by an honours year. In 1959, a department A was developed: a three-class specialist department for photography with a master class, and a department B: a specialist department for commercial graphics with four classes and an honours year. Through further school reforms, the university entrance qualification was acquired with the completion of the now five-year course and honours qualification. In 1967, due to a lack of space, the Westbahnstrasse was moved to the new Carl Appel building in Leyserstrasse. === The new building, 1963 === On May 22, 1963, the foundation stone of the new campus was laid in the 14th district in the Breitenseer Strasse, Leyserstrasse and Spallartgasse area (Kommandogebäude Theodor Körner). In 1967 the move to the new building began and in 1968 the official opening coincided with the 80th anniversary of the school. In 1963/64 the first year of the five-year high school for reprography and printing technology began. There was also a four-year technical school. With the advent of personal computers and their use in the graphics industry, change comes first in typesetting and later in image processing, and in 1984 the advent of desktop publishing brought a revolution that permanently challenged the distinction between photographer, typesetter, layout artist and printer. In 1988, the Graphische celebrated its 100th anniversary. The rapid development of technology shaped school events in the 1980s, as did the rapid advance of offset printing - albeit at the expense of Letterpress printing. In reproduction technology, scanner technology for the production of colour separations displaced reprography. === Renovation, 2006 === Due to renovation work on the building in Leyserstraße, the management and the photography, multimedia and graphics departments moved to an alternative location in Vienna's first district at Schellinggasse 13. After the work was completed, the school was relocated in February 2008. == Notable teachers and students ==
Solid-state electronics
Solid-state electronics are semiconductor electronics: electronic equipment that use semiconductor devices such as transistors, diodes and integrated circuits (ICs). The term is also used as an adjective for devices in which semiconductor electronics that have no moving parts replace devices with moving parts, such as the solid-state relay, in which transistor switches are used in place of a moving-arm electromechanical relay, or the solid-state drive (SSD), a type of semiconductor memory used in computers to replace hard disk drives, which store data on rotating disks. == History == The term solid-state became popular at the beginning of the semiconductor era in the 1960s to distinguish this new technology. A semiconductor device works by controlling an electric current consisting of electrons or holes moving within a solid crystalline piece of semiconducting material such as silicon, while the thermionic vacuum tubes it replaced worked by controlling a current of electrons or ions in a vacuum within a sealed tube. Although the first solid-state electronic device was the cat's whisker detector, a crude semiconductor diode invented around 1904, solid-state electronics started with the invention of the transistor in 1947. Before that, all electronic equipment used vacuum tubes, because vacuum tubes were the only electronic components that could amplify—an essential capability in all electronics. The transistor, which was invented by John Bardeen and Walter Houser Brattain while working under William Shockley at Bell Laboratories in 1947, could also amplify, and replaced vacuum tubes. The first transistor hi-fi system was developed by engineers at GE and demonstrated at the University of Philadelphia in 1955. In terms of commercial production, The Fisher TR-1 was the first "all transistor" preamplifier, which became available mid-1956. In 1961, a company named Transis-tronics released a solid-state amplifier, the TEC S-15. The replacement of bulky, fragile, energy-hungry vacuum tubes by transistors in the 1960s and 1970s created a revolution not just in technology but in people's habits, making possible the first truly portable consumer electronics such as the transistor radio, cassette tape player, walkie-talkie and quartz watch, as well as the first practical computers and mobile phones. Other examples of solid state electronic devices are the microprocessor chip, LED lamp, solar cell, charge coupled device (CCD) image sensor used in cameras, and semiconductor laser. Also during the 1960s and 1970s, television set manufacturers switched from vacuum tubes to semiconductors, and advertised sets as "100% solid state" even though the cathode-ray tube (CRT) was still a vacuum tube. It meant only the chassis was 100% solid-state, not including the CRT. Early advertisements spelled out this distinction, but later advertisements assumed the audience had already been educated about it and shortened it to just "100% solid state". LED displays can be said to be truly 100% solid-state.
QF-Test
QF-Test from Quality First Software is a cross-platform software tool for automated testing of programs via the graphical user interface (GUI) test automation). The program is specialized on (Java/Swing, Standard Widget Toolkit (SWT), Eclipse plug-ins and rich client platform (RCP) applications, ULC and JavaFX) cross-web browser test automation of static and dynamic web applications (HTML and web frameworks like Angular, Ext JS, Fluent UI React, Google Web Toolkit (GWT), jQuery UI, jQueryEasyUI Remote Application Platform (RAP), Qooxdoo, RichFaces, Vaadin, React, Smart GWT, Vue.js, ICEfaces and ZK). Version 4.1 added support for macOS and the Apple Safari and Microsoft Edge browsers via the Selenium WebDriver. Representational State Transfer (RESTful) web service testing. From version 5.0, Windows applications can also be tested (classic Win32 applications, .NET framework applications (often developed in C#) based on Windows Presentation Foundation (WPF) or Windows Forms, Windows apps and Universal Windows Platform (UWP) applications using Extensible Application Markup Language (XAML) controls) and modern C++ applications (such as Qt applications). Version 5.3 added support for the Chrome DevTools protocol, which allows browsers to be controlled using CDP drivers. Since then, mobile testing for iOS and Android, accessibility testing of web applications and SmartID, a new approach for more flexible and robust component recognition, have been introduced. Powerful enhancements such as WebAPI testing and AI-assisted validation complement the test automation tool. == Overview == QF-Test (the successor of qftestJUI, available since 2001) enables regression and load testing and runs on Windows, Unix and macOS. It is mainly used commercially by testers, developers or business analysts (modelling, low code approaches) with or without programming knowledge as part of software Quality Assurance. Since December 2008, a webtest add-on is available which allows test automation of browser-based GUIs (such as Internet Explorer, Mozilla Firefox, Google Chrome, Apple Safari, and Microsoft Edge) along with extant Java GUI test functions, which was extended to include JavaFX in July 2014. From 2018, QF-Test version 4.2 can test PDF documents, from 2020 native desktop applications (QF-Test version 5) and in 2022, mobile application testing will be added. The basis for efficient use in test automation is stable component recognition (IDs, logical screen elements, labels, CustomWebResolver, SmartID, ...) with low maintenance effort. == Features == General – QF-Test's capture/replay function enables recording of tests for beginners, while modular programming (modularizing) allows creating large test suites in a concise arrangement. For the advanced user who requires even more control over his application, the tool offers access to internal program structures through the standard scripting languages Jython, the Java implementation of the popular Python language, JavaScript, and Groovy. The tool also offers a batch processing mode, allowing to run tests unattended and then generate XML, HTML and JUnit reports. Thus the tool can be integrated into existing build/test frameworks like Jenkins, Ant or Maven. Another mode is the so-called Daemon mode for distributed test execution. A specific integration with many test management tools exists. There is a test debugger (enabling arbitrary stepping and editing variables at runtime) and a fully automated dependency management that takes care of pre- and postconditions and helps isolating test cases. Data-driven testing with no need for scripting is possible. Web testing: cross-browser on Internet Explorer, Chrome, Firefox, Edge (including Chromium-based), Opera and Safari for static and dynamic websites (HTML5, Ajax, DOM). A headless browser can also be used for testing. QF-Test fully supports frameworks like Angular, React and Vue.js, but also many specific UI toolkits like Smart (GWT), GXT/ExtGWT, ExtJS, ICEfaces, jQuery UI, Kendo UI, PrimeFaces, Qooxdoo, RAP, RichFaces, Vaadin and ZK. Easy integration with Selenium makes it easy to balance development and functional testing. Electron applications can also be tested. Other (e.g., SAP UI5, Siebel Open UI, Salesforce) and future web toolkits can be integrated with little effort. Short-term and individual customisations (CustomWebResolver) are possible via an optimised interface JavaFX, Java Swing, SWT, Eclipse plug-ins and RCP applications and ULC. Support for testing when migrating from JavaSwing or JavaFX to web applications (e.g. via Webswing). Hybrid applications based on multiple technologies are also supported, e.g. applications that integrate HTML content into Java applications using JxBrowser. Windows-based applications (Win32, .NET, Windows Forms, WPF, Windows apps, Qt). Android applications can be tested on real devices and with the Android Studio emulator. iOS applications can also be tested on real devices and with the Xcode Simulator. Testing of PDF documents (document comparisons, checking content, texts, images/graphic objects, layouts, "invisible" or partially hidden objects). QF-Test 9 introduces web accessibility testing to automatically check compliance with WCAG and other standards. QF-Test 10 introduces powerful enhancements for WebAPI testing and AI-assisted validation.
Photonically Optimized Embedded Microprocessors
The Photonically Optimized Embedded Microprocessors (POEM) is DARPA program. It should demonstrate photonic technologies that can be integrated within embedded microprocessors and enable energy-efficient high-capacity communications between the microprocessor and DRAM. For realizing POEM technology CMOS and DRAM-compatible photonic links should operate at high bit-rates with very low power dissipation. == Current research == Currently research in this field is at University of Colorado, Berkley University, and Nanophotonic Systems Laboratory ( Ultra-Efficient CMOS-Compatible Grating Coupler Design).