ProjectExplorer is a documentary short film series. The films, directed and produced by ProjectExplorer's Founder, Jenny M Buccos, focus on histories and cultures of foreign places and people using interviews with subject experts, artists, and public figures including Archbishop Desmond Tutu, Dr. John Kani, Greg Marinovich, and Sipho “Hotstix” Mabuse. Produced for a child and young adult audience, segments in each series depict everyday life and the challenges and concerns of those living in the locations and regions featured. Each film is 2–4 minutes in length, with each series containing approximately 40 films. The ProjectExplorer series is distributed internationally without charge via the web by ProjectExplorer, LTD. an American not-for-profit organization. Three series have been produced and distributed. In fall 2009, ProjectExplorer's third series, Jordan, received a GOLD level Parents' Choice Award for excellence in web programming. == Film series == === Shakespeare's England (2006) === The first series was filmed in London, Stratford-upon-Avon, and New York City. The series includes more than 30 film segments. United Kingdom locations and individuals include: The London Eye The Tower of London The Whitechapel Bell Foundry, which demonstrates the process of making a bell Simon Hughes, Member of Parliament and President of the Liberal Democrats The Old Vic The Royal Shakespeare Company The National Archives (UK) Segments filmed in New York City include: Michael Cumpsty discusses and performs monologues from Hamlet (while starring in the Classic Stage Company production) Michael Stuhlbarg discusses and performs a monologue from Macbeth === South Africa (2007) === Filmed in Johannesburg, Cape Town, and KwaZulu Natal, the series contains over 40 film segments including: Ntate Thabong Phosa, a lesiba player from Lesotho. Due to the rarity of lesiba players globally, this is one of the only publicly available examples of the lesiba played on film. A Robben Island piece, filmed at the cell in which Nelson Mandela was held for 18 of his 27-year imprisonment. JSE Securities Exchange with Leigh Roberts, correspondent for CNBC Africa. A 3-part series on HIV/AIDS with amfAR Director of Research, Dr. Rowena Johnson. Dr. Johnson discusses high cost of anti-retroviral drugs and testing in South Africa. The June 16, 1976 Soweto Uprising, with archival film footage and photography from SABC and The Sowetan newspaper. Prominent South Africans featured in the series: Dr. John Kani, Chairperson of the Apartheid Museum and TONY Award Winning Actor Musician Sipho “Hotstix” Mabuse Former U.N. Ambassador Dave A. Steward, Executive Director of the FW de Klerk Foundation Director and producer, Duma Ndlovu Malcolm Purkey, Artistic Director of the Market Theatre === South Africa, Part II (2008) === Filmed in Johannesburg, Cape Town, and New York City, the series contains over 10 film segments. Prominent South Africans featured in the series: Archbishop Desmond Tutu, Nobel Peace Prize laureate Photojournalist Greg Marinovich, Pulitzer Prize winner and co-author of The Bang-Bang Club Vusi Mahlasela, musician Author, Max du Preez === Jordan (2008) === Filmed in Amman, Petra, Umm Qais, Jerash, Madaba, Bethany, the Dead Sea, and New York City, the series contains more than 45 film segments. Jordan series segments include: A tour of the throne room of King Abdullah II, at Raghadan Palace Sharing mansaf with a Bedouin family in the Wadi Rum desert The UNRWA Jabal Hussein refugee camp The Siq, Treasury, and Monastery at Petra The ruins of Gadara at Umm Qais Jerash, the capital and largest city of Jordan's Jerash Governorate Madaba, home of the Madaba Map and the mosaic capital of Jordan The archaeological site at Bethany Traditional clothing from Salt and Ma'an The reintroduction into the wild of the endangered Arabian Oryx The Desert Castles The science of the Dead Sea Her Royal Highness Princess Basma bint Ali and her Royal Botanic Garden
Celia (virtual assistant)
Celia is an artificially intelligent virtual assistant developed by Huawei for their latest HarmonyOS and Android-based EMUI smartphones that lack Google Services and a Google Assistant. The assistant can perform day-to-day tasks, which include making a phone call, setting a reminder and checking the weather. It was unveiled on 7 April 2020 and got publicly released on 27 April 2020 via an OTA update solely to selected devices that can update their software to EMUI 10.1. Huawei had initially referred to the new assistant in late 2019 by having announced that there would be an English version of their already 2018 Chinese speaker assistant—Xiaoyi—to be released into the European markets. Due to the on-going China–United States trade war, the company's newly released smartphones were left without any Google services, including the loss of Google Assistant. This subsequently led to the development and release of Celia. AI technology is integrated into the software of Celia, which allows it to translate text using a phones camera and to identify everyday objects — similar to that of Google Lens. == Features == Celia has many features that are similar to that of its rivals: the Google Assistant and Siri. It can be triggered by the words, 'Hey Celia' or be summoned by pressing and holding down on the power button. The default search engine for Celia is Bing, but this can be changed in settings. Celia can make calls, check the agenda, send a message, show the weather, set alarms and control home appliances. The assistant also has the ability to integrate itself with the stock apps of the EMUI software and toggle with the device's settings, such as by turning on the flashlight and playing multimedia content, but with the users command. With the AI that is installed in Celia, it can identify food, everyday objects and translate text using the phones camera. In China, Chinese Xiaoyi packs with an LLM model called PanGu-Σ 3.0 AI on HarmonyOS 4.0 major upgrade improvements from Celia, making the assistant smarter and more advanced compared to when it was launched in 2020 on EMUI handsets in China and internationally, surpassing Apple and Google by the being the first in the AI industry, with a dedicated AI system framework of APIs on the latest operating system that evolves to a complete large dedicated AI software stack called Harmony Intelligence of Pangu Embedded variant model and MindSpore AI framework with Neural Network Runtime on OpenHarmony-based HarmonyOS NEXT base system to replace the dual framework system with a single frame HarmonyOS 5.0 version by Q4 2024, first introduced on June 21, 2024, in Developer Beta 1 preview release at HDC 2024. == Availability by country and language == Currently, Celia is available only in German, English, French and Spanish, and has been released in Germany, the UK, France, Spain, Chile, Mexico and Colombia. Huawei has said, that there will be more regions and languages to come. == Compatible devices == Celia only became available with the EMUI 10.1 update that was released in April, which means that a limited number of devices are compatible with it. More devices will be added to the list throughout the coming months as Celia's availability increases. The current list is shown below: === Huawei P series === Huawei P50 (Pro) Huawei P40 (Lite, Pro & Pro+) Huawei P30 (Pro) === Huawei Mate series === Huawei Mate 40 Huawei Mate 30 (Lite, Pro & RS Porche Design) Huawei MatePad Pro Huawei Mate 20 (Pro, 20X 4G, 20X 5G and RS Porche Design) Huawei Mate X & Xs === Huawei Nova series === Huawei Nova 6 (Nova 6 5G & Nova 6 SE) Huawei Nova 5 (Nova 5 Pro, Nova 5i Pro & Nova 5Z) Huawei Nova Y60 === Huawei Enjoy series === Huawei Enjoy 10S == Issues == Technology news website Engadget has noted that when saying, 'Hey Celia', out aloud in the presence of an iPhone, Siri will respond along with Celia; this is apparently because 'Celia' sounds similar to 'Siri'.
Visual networking
Visual networking refers to an emerging class of user applications that combine digital video and social networking capabilities. It is based upon the premise that visual literacy, "the ability to interpret, negotiate and make meaning from information presented in the form of a moving image", is a powerful force in how humans communicate, entertain and learn. The duality of visual networking—subsuming entertainment and communications, professional and personal content, video and other digital media, data networks and social networks to create immersive experiences, when, where and how the user wants it. These applications have changed video content from long-form movies and broadcast television programming to a database of segments or "clips", and social network annotations. And the generation and distribution of content takes on a new dimension with Web 2.0 applications—participatory social-networks or communities that facilitate interactive creativity, collaboration and sharing between users. == History == The rise of visual networking is relatively recent phenomenon driven by the emergence of social networking capabilities and the ability to deliver interactive video over a broadband network. It is a natural evolution of the current social networking phenomena whereby social networking annotations are layered over broadband video to create highly interactive and immersive experiences between individuals and their content. Until early 2005 this was not considered viable due to the lack of web and broadband infrastructure designed to support the transmission of web video and the still nascent stage of social networks like MySpace and Facebook. The introduction of YouTube in February 2005 marked the first significant combination of broadband video and social network systems designed to allow users to share, rate and tag user generated and premium content. From 2006 to 2008 this trend continued to gain steam as individuals and businesses pursued new combinations of video and social networking across a wide range of entertainment, communication and learning applications. == Broadband video takes off == Video has largely been defined by its use as an entertainment medium. Since the commercial availability of the television in the late '30s video has become the dominant entertainment medium far eclipsing audio and text based entertainment both in terms of time and dollars spent. Within the past decade, video use has rapidly evolved across a broader range of devices, multiple locations and user applications. The popularization of the long-tail and user-generated video has further challenged people's ideas of what's possible with video. A key advantage of video relative to other media is its superior ability to communicate ideas and emotions economically. If a picture is worth a thousand words, then a video may be worth a thousand pictures. Video by its very nature is highly experiential, making communications more compelling, informative and memorable. == Social networking meets video == At the core of visual networking is the concept that people can participate in communities of content and communities of interest. A community of interest is defined as a community of people who share a common interest or passion. These people exchange ideas and thoughts about the given passion, but may know (or care) little about each other outside of this area. Participation in a community of interest can be compelling, entertaining and create a ‘sticky’ community where people return frequently and remain for extended periods. The unparalleled potential of the Internet to promote such connections is only now being fully recognized and exploited, through Web-based groups established for that purpose. Based on the six degrees of separation concept (the idea that any two people on the planet could make contact through a chain of no more than five intermediaries), social networking establishes interconnected Internet communities (sometimes known as personal networks) that help people make contacts that would be good for them to know, but that they would be unlikely to have met otherwise. == Transition from search to discovery == The phrase The Long Tail was, according to Chris Anderson, first coined by himself in October 2004. Anderson argued that products that are in low demand or have low sales volume can collectively make up a market share that rivals or exceeds the relatively few current bestsellers and blockbusters, if the store or distribution channel is large enough. The Long Tail also has implications for the producers of content; especially those whose products could not—for economic reasons—find a place in pre-Internet information distribution channels controlled by book publishers, record companies, movie studios, and television networks. Looked at from the producers' side, the Long Tail has made possible a flowering of creativity across all fields of human endeavor. One example of this is YouTube, where thousands of diverse videos—whose content, production value or lack of popularity make them inappropriate for traditional television—are easily accessible to a wide range of viewers. The benefit to the consumer is that they know have an almost infinite choice of content to select from able to create their own specific channels based upon their unique needs. A potential negative side effect of the long tail is the rapidly growing inventory of text, audio and video content. The storage and distribution systems of the past restricted the number of songs, video, and books making it easier to search for what was relevant to the individual. As the long-tail has grown, more and more relevant and irrelevant content passes an individual by without their knowledge. This is especially true for video because unlike text-based files which can searched and indexed for easy finding, video typically has only its title as a clue to what's in it. This lack of comprehensive meta-data has limited the applicability of traditional search models. Augmenting traditional search has been the emergence of content based discovery tools that make people aware of relevant content based upon their participation in communities of interest and/or communities of content. The idea is that users may or may not start out searching for something, but they soon begin reacting to things they find, exploring links on pages they stumble upon and taking cues from fellow surfers about where to go. Instead of the old, passive, lean-back style of watching video, viewers are actively seeking content through discovery. People interact with each other, posting comments on what they just saw. Many sites now allow people to vote on videos, ranking and rating them. Ranking is the result of one of a number of algorithms that measure how many people have watched something or how many sites link to it. == Early examples == YouTube is the best early example of a visual networking experience. YouTube is a video sharing website where users can upload, view and share video clips. Unregistered users can watch most videos on the site, while registered users are permitted to upload an unlimited number of videos. Few statistics are publicly available regarding the number of videos on YouTube. However, in July 2006, the company revealed that more than 100 million videos were being watched every day, and 2.5 billion videos were watched in June 2006. 50,000 videos were being added per day in May 2006, and this increased to 65,000 by July. In January 2008 alone, nearly 79 million users watched over 3 billion videos on YouTube. Telepresence refers to a set of technologies which allow a person to feel as if they were present, to give the appearance that they were present, or to have an effect, at a location other than their true location. Telepresence requires that the senses of the user, or users, are provided with such stimuli as to give the feeling of being in that other location. Additionally, the user(s) may be given the ability to affect the remote location. In this case, the user's position, movements, actions, voice, etc. may be sensed, transmitted and duplicated in the remote location to bring about this effect. Therefore, information may be traveling in both directions between the user and the remote location. Critical the creating an in-person experience is the presence of high-definition video perfectly synchronized with stereophonic sound. A minimum system usually includes visual feedback. Ideally, the entire field of view of the user is filled with a view of the remote location, and the viewpoint corresponds to the movement and orientation of the user's head. In this way, it differs from television or cinema, where the viewpoint is out of the control of the viewer. == Other applications == While still in its infancy, visual networking applications are beginning to emerge that span both consumer and business markets. === Mobile video === Proliferation of multi-function mobile devices, particularl
Out-of-band control
Out-of-band control is a method used by network protocols for sending control information (commands, logins, or session signals) separately from the main data, improving reliability and preventing interference. File Transfer Protocol (FTP) employs an out-of-band approach, using one connection for control commands, like logging in or requesting files, and a separate connection for transferring the files themselves.
AS2
AS2 (Applicability Statement 2) is a specification on how to transport structured business-to-business data securely and reliably over the Internet. Security is achieved by using digital certificates and encryption. == Background == AS2 was created in 2002 by the IETF to replace AS1, which they created in the early 1990s. The adoption of AS2 grew rapidly throughout the early 2000s because major players in the retail and fast-moving consumer goods industries championed AS2. Walmart was the first major retailer to require its suppliers to use the AS2 protocol instead of relying on dial-up modems for ordering goods. Amazon, Target, Lowe's, Bed, Bath, & Beyond and thousands of others followed suit. Many other industries use the AS2 protocol, including healthcare, as AS2 meets legal HIPAA requirements. In some cases, AS2 is a way to bypass expensive value-added networks previously used for data interchange. == Technical overview == AS2 is specified in RFC 4130, and is based on HTTP and S/MIME. It was the second AS protocol developed and uses the same signing, encryption and MDN (as defined by RFC3798) conventions used in the original AS1 protocol introduced in the late 1990s by IETF. In other words: Files are encoded as "attachments" in a standardized S/MIME message (an AS2 message). AS2 does not specify the contents of the files. Usually, the file contents are in a standardized format that is separately agreed upon, such as XML or EDIFACT. AS2 messages are always sent using the HTTP or HTTPS protocol (Secure Sockets Layer — also known as SSL — is implied by HTTPS) and usually use the "POST" method (use of "GET" is rare). Messages can be signed, but do not have to be. Messages can be encrypted, but do not have to be. Messages may request a Message Disposition Notification (MDN) back if all went well, but do not have to request such a message. If the original AS2 message requested an MDN: Upon the receipt of the message and its successful decryption or signature validation (as necessary) a "success" MDN will be sent back to the original sender. This MDN is typically signed but never encrypted (unless temporarily encrypted in transit via HTTPS). Upon the receipt and successful verification of the signature on the MDN, the original sender will "know" that the recipient got their message (this provides the "Non-repudiation" element of AS2). If there are any problems receiving or interpreting the original AS2 message, a "failed" MDN may be sent back. However, part of the AS2 protocol states that the client must treat a lack of an MDN as a failure as well, so some AS2 receivers will not return an MDN in this case. Like any other AS file transfer, AS2 file transfers typically require both sides of the exchange to trade X.509 certificates and specific "trading partner" names before any transfers can take place. AS2 trading partner names can usually be any valid phrase. === MDN options === Unlike AS1 or AS3 file transfers, AS2 file transfers offer several "MDN return" options instead of the traditional options of "yes" or "no". Specifically, the choices are: ==== AS2 w/ "Sync" MDNs ==== Return Synchronous MDN via HTTP(S) ("AS2 Sync") - This popular option allows AS2 MDNs to be returned to AS2 message sender clients over the same HTTP connection they used to send the original message. This "MDN while you wait" capability makes "AS2 Sync" transfers the fastest of any type of AS file transfer, but it also keeps this flavor of MDN requests from being used with large files (which may time out in low-bandwidth situations). ==== AS2 w/ "ASync" MDNs ==== Return Asynchronous MDN via HTTP(S) (a.k.a. "AS2 Async") - This popular option allows AS2 MDNs to be returned to the AS2 message sender's server later over a different HTTP connection. This flavor of MDN request is usually used if large files are involved or if your trading partner's AS2 server has poor Internet service. ==== AS2 w/ "Email" MDNs ==== Return (Asynchronous) MDN via Email - This rarely used option allows AS2 MDNs to be returned to AS2 message senders via email rather than HTTP. Otherwise, it is similar to "AS2 Async (HTTP)". ==== AS2 w/ No MDNs ==== Do not return MDN - This option works like it does in any other AS protocol: the receiver of an AS2 message with this option set simply does not try to return an MDN to the AS2 message sender. ==== Filename preservation ==== AS2 filename preservation feature will be used to communicate the filename to the trading partner. The banking industry relies on filenames being communicated between trading partners. AS2 vendors are currently certifying that implementation of filename communication conforms to the standard and is interoperable. There are two profiles for filename preservation being optionally tested under AS2 testing: Filename preservation without MDN responses Filename preservation with an associated MDN response certification Walmart recommends contacting Drummond Group, LLC for more information on EDIINT AS2, or for a list of interoperable-testing AS2 software providers. == Benefits == For many businesses, the use of AS2 and electronic data interchange (EDI) is not a choice so much as it is a requirement of doing business with a large customer or partner. That said, AS2 is a universal protocol that has benefits, from both business and technology vantage points. === Business case === Cut costs by using the web for EDI file transfers, AS2 reduces the cost of transactions from expensive VANs. Extend EDI to more partners; with lower costs and universal web connectivity, AS2 allows organizations to implement EDI with partners worldwide that have little EDI infrastructure. Save time by eliminating the need to manually process orders. Eliminate errors by turning manual processes into automated processes. Universal solution — AS2 is established and tested, so no one has to re-invent the wheel. === Technological advantages === Leverage the web: if an organization can share data securely via the web, they already have much of the infrastructure for AS2. Unlimited EDI data — there are no practical limitations on transaction sizes via the web, and AS2 includes features for managing large transfers. Payload Agnostic — AS2 can be used to transport any type of document. While EDI X12, EDIFACT and XML are common, any mutually agreed-upon format may be transferred.
Augmented Analytics
Augmented Analytics is an approach of data analytics that employs the use of machine learning and natural language processing to automate analysis processes normally done by a specialist or data scientist. The term was introduced in 2017 by Rita Sallam, Cindi Howson, and Carlie Idoine in a Gartner research paper. Augmented analytics is based on business intelligence and analytics. In the graph extraction step, data from different sources are investigated. == Defining Augmented Analytics == Machine Learning – a systematic computing method that uses algorithms to sift through data to identify relationships, trends, and patterns. It is a process that allows algorithms to dynamically learn from data instead of having a set base of programmed rules. Natural language generation (NLG) – a software capability that takes unstructured data and translates it into plain-English, readable, language. Automating Insights – using machine learning algorithms to automate data analysis processes. Natural Language Query – enabling users to query data using business terms that are either typed onto a search box or spoken. == Data Democratization == Data Democratization is the democratizing data access in order to relieve data congestion and get rid of any sense of data "gatekeepers". This process must be implemented alongside a method for users to make sense of the data. This process is used in hopes of speeding up company decision making and uncovering opportunities hidden in data. There are three aspects to democratising data: Data Parameterisation and Characterisation. Data Decentralisation using an OS of blockchain and DLT technologies, as well as an independently governed secure data exchange to enable trust. Consent Market-driven Data Monetisation. When it comes to connecting assets, there are two features that will accelerate the adoption and usage of data democratisation: decentralized identity management and business data object monetization of data ownership. It enables multiple individuals and organizations to identify, authenticate, and authorize participants and organizations, enabling them to access services, data or systems across multiple networks, organizations, environments, and use cases. It empowers users and enables a personalized, self-service digital onboarding system so that users can self-authenticate without relying on a central administration function to process their information. Simultaneously, decentralized identity management ensures the user is authorized to perform actions subject to the system’s policies based on their attributes (role, department, organization, etc.) and/ or physical location. == Use cases == Agriculture – Farmers collect data on water use, soil temperature, moisture content and crop growth, augmented analytics can be used to make sense of this data and possibly identify insights that the user can then use to make business decisions. Smart Cities – Many cities across the United States, known as Smart Cities collect large amounts of data on a daily basis. Augmented analytics can be used to simplify this data in order to increase effectiveness in city management (transportation, natural disasters, etc.). Analytic Dashboards – Augmented analytics has the ability to take large data sets and create highly interactive and informative analytical dashboards that assist in many organizational decisions. Augmented Data Discovery – Using an augmented analytics process can assist organizations in automatically finding, visualizing and narrating potentially important data correlations and trends. Data Preparation – Augmented analytics platforms have the ability to take large amounts of data and organize and "clean" the data in order for it to be usable for future analyses. Business – Businesses collect large amounts of data, daily. Some examples of types of data collected in business operations include; sales data, consumer behavior data, distribution data. An augmented analytics platform provides access to analysis of this data, which could be used in making business decisions.
Social media use in education
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