The Eye of Mexico (Spanish: El Ojo de México) is an outdoor sculpture in Mexico City. It is located in Ampliación Granada, Miguel Hidalgo, at the mixed-use development Neuchâtel Polanco, developed by the Canadian real estate company Ivanhoé Cambridge. The artwork was created by the Turkish artist Ferdi Alıcı and it was selected from among 350 proposals from artists from 35 countries. The project for The Eye of Mexico was developed by MIRA, a real estate investment and development company, and MASSIVart, a creative consulting agency. According to MIRA, upon its inauguration it became the first artwork in Latin America to use artificial intelligence (AI). The sculpture can read environmental and urban data using AI algorithms and transform the results into videos related to arts, science and technology. The ring was inaugurated on 20 May 2022 and it is 10 meters (33 ft) high and 3 meters (9.8 ft) wide.
Exercism
Exercism is an online, open-source, free coding platform that offers code practice and mentorship on 77 different programming languages. == History == Software developer Katrina Owen created Exercism while she was teaching programming at Jumpstart Labs. The platform was developed as an internal tool to solve the problem of her own students not receiving feedback on the coding problems they were practicing. Katrina put the site publicly online and found that people were sharing it with their friends, practicing together and giving each other feedback. Within 12 months, the site had organically grown to see over 6,000 users had submitted code or feedback, and hundreds of volunteers contribute to the languages or tooling on the platform. In 2016, Jeremy Walker joined as co-founder and CEO. In July 2018, the site was relaunched with a new design and centered around a formal mentoring mode, at which point Katrina stepped back from day-to-day involvement. == Product == In the past, the website differed from other coding platforms by requiring students to download exercises through a command line client, solve the code on their own computers then submit the solution for feedback, at which point they can also view other's solutions to the same problem. Since its second relaunch in 2021, solutions can be edited and submitted through a web editor, though the command line client remains available. Exercism has tracks for 74 programming languages. Among the notable languages taught: ABAP, C, C#, C++, CoffeeScript, Delphi, Elm, Erlang, F#, Gleam, Go, Java, JavaScript, Julia, Kotlin, Objective-C, PHP, Python, Raku, Red, Ruby, Rust, Scala, Swift, and V (Vlang). In 2023, the site launched a "12 in 23" challenge for users to learn the basics of 12 different languages - one per month in 2023. == Open source == The Exercism codebase is open source. In April 2016, it consisted of 50 repositories including website code, API code, command-line code and, most of all, over 40 stand-alone repositories for different language tracks. As of February 2024 Exercism has 14,344 contributors, maintains 366 repositories, and 19,603 mentors.
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
WYSIWYS
In cryptography, What You See Is What You Sign (WYSIWYS) is a property of digital signature systems that ensures the semantic content of signed messages can not be changed, either by accident or intent. == Mechanism of WYSIWYS == When digitally signing a document, the integrity of the signature relies not just on the soundness of the digital signature algorithms that are used, but also on the security of the computing platform used to sign the document. The WYSIWYS property of digital signature systems aims to tackle this problem by defining a desirable property that the visual representation of a digital document should be consistent across computing systems, particularly at the points of digital signature and digital signature verification. It is relatively easy to change the interpretation of a digital document by implementing changes on the computer system where the document is being processed, and the greater the semantic distance, the easier it gets. From a semantic perspective this creates uncertainty about what exactly has been signed. WYSIWYS is a property of a digital signature system that ensures that the semantic interpretation of a digitally signed message cannot be changed, either by accident or by intent. This property also ensures that a digital document to be signed can not contain hidden semantic content that can be revealed after the signature has been applied. Though a WYSIWYS implementation is only as secure as the computing platform it is running on, various methods have been proposed to make WYSIWYS more robust. The term WYSIWYS was coined by Peter Landrock and Torben Pedersen to describe some of the principles in delivering secure and legally binding digital signatures for Pan-European projects.
CANaerospace
CANaerospace is a higher layer protocol based on Controller Area Network (CAN) which has been developed by Stock Flight Systems in 1998 for aeronautical applications. == Background == CANaerospace supports airborne systems employing the Line-replaceable unit (LRU) concept to share data across CAN and ensures interoperability between CAN LRUs by defining CAN physical layer characteristics, network layers, communication mechanisms, data types and aeronautical axis systems. CANaerospace is an open source project, was initiated to standardize the interface between CAN LRUs on the system level. CANaerospace is continuously being developed further and has also been published by NASA as the Advanced General Aviation Transport Experiments Databus Standard in 2001. It found widespread use in aeronautical research worldwide. A major research aircraft that employs several CANaerospace networks for real-time computer interconnection is the Stratospheric Observatory for Infrared Astronomy (SOFIA), a Boeing 747SP with a 2.5m astronomic telescope. CANaerospace is also frequently used in flight simulation and connects entire aircraft cockpits (i.e. in Eurofighter Typhoon simulators) to the simulation host computers. In Italy CANaerospace is used as UAV data bus technology. Furthermore, CANaerospace serves as communication network in several general aviation avionics systems. The CANaerospace interface definition closes the gap between the ISO/OSI layer 1 and 2 CAN protocol (which is implemented in the CAN controller itself) and the specific requirements of distributed systems in aircraft. It may be used as a primary or ancillary avionics network and was designed to meet the following requirements: Democratic network: CANaerospace does not require any master/slave relationships between LRUs or a "bus controller", thereby avoiding a potential single source of failure. Every node in the network has the same rights for participation in the bus traffic. Self-identifying message format: Each CANaerospace message contains information about the type of the data and the transmitting node. This allows the data to be unambiguously recognized at each receiving node. Continuous Message Numbering: Each CANaerospace message contains a continuously incremented number which allows coherent processing of messages in the receiving stations. Message Status Code: Each CANaerospace message contains information about the integrity of the data is conveying. This allows receiving stations to evaluate the quality of the received data and to react accordingly. Emergency Event Signaling: CANaerospace defines a mechanism that allows each node to transmit information about exception or error situations. This information can be used by other stations to determine the network health. Node Service Interface: As an enhancement to CAN, CANaerospace provides a means for individual stations on the network to communicate with each other using connection-oriented and connectionless services. Predefined CAN Identifier Assignment: CANaerospace offers a predefined identifier assignment list for normal operation data. In addition to the predefined list, user-defined identifier assignment lists may be used. Ease of Implementation: The amount of code to implement CANaerospace is very little by design in order to minimize the effort for testing and certification of flight safety critical systems. Openness to Extensions: All CANaerospace definitions are extendable to provide flexibility for future enhancements and to allow adaptions to the requirements of specific applications. Free Availability: No cost whatsoever apply for the use of CANaerospace. The specification can be downloaded from the Internet == Physical interface == To ensure interoperability and reliable communication, CANaerospace specifies the electrical characteristics, bus transceiver requirements and data rates with the corresponding tolerances based on ISO 11898. The bit timing calculation (baud rate accuracy, sample point definition) and robustness to electromagnetic interference are given special emphasis. Also addressed are CAN connector, wiring considerations and design guidelines to maximize electromagnetic compatibility. == Communication layers == The Bosch CAN specification itself allows messages being transmitted both periodically and aperiodically but does not cover issues like data representation, node addressing or connection-oriented protocols. CAN is entirely based on Anyone-to-Many (ATM) communication which means that CAN messages are always received by all stations in the network. The advantage of the CAN concept is inherent data consistency between all stations, the drawback is that it does not allow node addressing which is the basis for Peer-to-Peer (PTP) communication. Using CAN networks in aeronautical applications, however, demands a standard targeted to the specific requirements of airborne systems which implies that communication between individual stations in the network must be possible to enable the required degree of system monitoring. Consequently, CANaerospace defines additional ISO/OSI layer 3, 4 and 6 functions to support node addressing and unified ATM/PTP communication mechanisms. PTP communication allows to set up client/server interactions between individual stations in the network either temporarily or permanently. More than one of these interactions may be in effect at any given time and each node may be client for one operation and server for another at the same time. This CANaerospace mechanism is called "Node Service Concept" and allows i.e. to distribute system functions over several stations in the network or to control dynamic system reconfiguration in case of failure. The Node Service concept supports both connection-oriented and connectionless interactions like with TCP/IP and UDP/IP for Ethernet. Enabling both ATM and PTP communication for CAN requires the introduction of independent network layers to isolate the different types of communication. This is realized for CANaerospace by forming CAN identifier groups as shown in Figure 1. The resulting structure creates Logical Communication Channels (LCCs) and assigns a specific communication type (ATM, PTP) to each of the LCCs. User-defined LCCs provide the necessary freedom for designers and allow the implementation of CANaerospace according to the needs of specific applications. Figure 1: Logical Communication Channels for CANaerospace As a side effect, the CAN identifier groups in Figure 1 affect the priority of the message transmission in case of bus arbitration. The communication channels are therefore arranged according to their relative importance: Emergency Event Data Channel (EED): This communication channel is used for messages which require immediate action (i.e. system degradation or reconfiguration) and have to be transmitted with very high priority. Emergency Event Data uses ATM communication exclusively. High/Low Priority Node Service Data Channel (NSH/NSL): These communication channels are used for client/server interactions using PTP communication. The corresponding services may be of the connection-oriented as well as the connectionless type. NSH/NSL may also be used to support test and maintenance functions. Normal Operation Data Channel (NOD): This communication channel is used for the transmission of the data which is generated during normal system operation and described in the CANaerospace identifier assignment list. These messages may be transmitted periodically or aperiodically as well as synchronously or asynchronously. All messages which cannot be assigned to other communication channels shall use this channel. High/Low Priority User-Defined Data Channel (UDH/UDL): This channel is dedicated to communication which cannot, due to their specific characteristics, be assigned other channels without violating the CANaerospace specification. As long as the defined identifier range is used, the message content and the communication type (ATM, PTP) for these channels may be specified by the system designer. To ensure interoperability it is highly recommended that the use of these channels is minimized. Debug Service Data Channel (DSD): This channel is dedicated to messages which are used temporarily for development and test purposes only and are not transmitted during normal operation. As long as the defined identifier range is used, the message content and the communication type (ATM, PTP) for these channels may be specified by the system designer. == Data representation == The majority of the real-time control systems used in aeronautics employ "big endian" processor architectures. This data representation was therefore specified for CANaerospace as well. With big endian data representation, the most significant bit of any datum is arranged leftmost and transmitted first on CANaerospace as shown in Figure 2. Figure 2: "Big Endian" Data Representation for CANaerospace CANaerospace uses a self-identifying message
Workplace impact of artificial intelligence
The impact of artificial intelligence on workers includes both applications to improve worker safety and health, and potential hazards that must be controlled. One potential application is using AI to eliminate hazards by removing humans from hazardous situations that involve risk of stress, overwork, or musculoskeletal injuries. Predictive analytics may also be used to identify conditions that may lead to hazards such as fatigue, repetitive strain injuries, or toxic substance exposure, leading to earlier interventions. Another is to streamline workplace safety and health workflows through automating repetitive tasks, enhancing safety training programs through virtual reality, or detecting and reporting near misses. When used in the workplace, AI also presents the possibility of new hazards. These may arise from machine learning techniques leading to unpredictable behavior and inscrutability in their decision-making, or from cybersecurity and information privacy issues. Many hazards of AI are psychosocial due to its potential to cause changes in work organization. These include increased monitoring leading to micromanagement, algorithms unintentionally or intentionally mimicking undesirable human biases, and assigning blame for machine errors to the human operator instead. AI may also lead to physical hazards in the form of human–robot collisions, and ergonomic risks of control interfaces and human–machine interactions. Hazard controls include cybersecurity and information privacy measures, communication and transparency with workers about data usage, and limitations on collaborative robots. From a workplace safety and health perspective, only "weak" or "narrow" AI that is tailored to a specific task is relevant, as there are many examples that are currently in use or expected to come into use in the near future. Certain digital technologies are predicted to result in job losses. Starting in the 2020s, the adoption of modern robotics has led to net employment growth. However, many businesses anticipate that automation, or employing robots would result in job losses in the future. This is especially true for companies in Central and Eastern Europe. Other digital technologies, such as platforms or big data, are projected to have a more neutral impact on employment. A large number of tech workers have been laid off starting in 2023; many such job cuts have been attributed to artificial intelligence. == Health and safety applications == In order for any potential AI health and safety application to be adopted, it requires acceptance by both managers and workers. For example, worker acceptance may be diminished by concerns about information privacy, or from a lack of trust and acceptance of the new technology, which may arise from inadequate transparency or training. Alternatively, managers may emphasize increases in economic productivity rather than gains in worker safety and health when implementing AI-based systems. === Eliminating hazardous tasks === AI may increase the scope of work tasks where a worker can be removed from a situation that carries risk. In a sense, while traditional automation can replace the functions of a worker's body with a robot, AI effectively replaces the functions of their brain with a computer. Hazards that can be avoided include stress, overwork, musculoskeletal injuries, and boredom. This can expand the range of affected job sectors into white-collar and service sector jobs such as in medicine, finance, and information technology. === Analytics to reduce risk === Machine learning is used for people analytics to make predictions about worker behavior to assist management decision-making, such as hiring and performance assessment. These could also be used to improve worker health. The analytics may be based on inputs such as online activities, monitoring of communications, location tracking, and voice analysis and body language analysis of filmed interviews. For example, sentiment analysis may be used to spot fatigue to prevent overwork. Decision support systems have a similar ability to be used to, for example, prevent industrial disasters or make disaster response more efficient. For manual material handling workers, predictive analytics and artificial intelligence may be used to reduce musculoskeletal injury. Traditional guidelines are based on statistical averages and are geared towards anthropometrically typical humans. The analysis of large amounts of data from wearable sensors may allow real-time, personalized calculation of ergonomic risk and fatigue management, as well as better analysis of the risk associated with specific job roles. Wearable sensors may also enable earlier intervention against exposure to toxic substances than is possible with area or breathing zone testing on a periodic basis. Furthermore, the large data sets generated could improve workplace health surveillance, risk assessment, and research. === Streamlining safety and health workflows === AI has also been used to attempt to make the workplace safety and health workflow more efficient. One example is coding of workers' compensation claims, which are submitted in a prose narrative form and must manually be assigned standardized codes. AI is being investigated to perform this task faster, more cheaply, and with fewer errors. == Hazards == There are several broad aspects of AI that may give rise to specific hazards. The risks depend on implementation rather than the mere presence of AI. Systems using sub-symbolic AI such as machine learning may behave unpredictably and are more prone to inscrutability in their decision-making. This is especially true if a situation is encountered that was not part of the AI's training dataset, and is exacerbated in environments that are less structured. Undesired behavior may also arise from flaws in the system's perception (arising either from within the software or from sensor degradation), knowledge representation and reasoning, or from software bugs. They may arise from improper training, such as a user applying the same algorithm to two problems that do not have the same requirements. Machine learning applied during the design phase may have different implications than that applied at runtime. Systems using symbolic AI are less prone to unpredictable behavior. The use of AI also increases cybersecurity risks relative to platforms that do not use AI, and information privacy concerns about collected data may pose a hazard to workers. === Psychosocial === Psychosocial hazards are those that arise from the way work is designed, organized, and managed, or its economic and social contexts, rather than arising from a physical substance or object. They cause not only psychiatric and psychological outcomes such as occupational burnout, anxiety disorders, and depression, but they can also cause physical injury or illness such as cardiovascular disease or musculoskeletal injury. Many hazards of AI are psychosocial in nature due to its potential to cause changes in work organization, in terms of increasing complexity and interaction between different organizational factors. However, psychosocial risks are often overlooked by designers of advanced manufacturing systems. Einola and Khoreva explore how different organizational groups perceive and interact with AI technologies. Their research shows that successful AI integration depends on human ownership and contextual understanding. They caution against blind technological optimism and stress the importance of tailoring AI use to specific workplace ecosystems. This perspective reinforces the need for inclusive design and transparent implementation strategies. ==== Changes in work practices ==== Over-reliance on AI tools may lead to deskilling of some professions. When AI becomes a substitute for traditional peer collaboration and mentorship, there is a risk of diminishing opportunities for interpersonal skill development and team-based learning. Increased monitoring may lead to micromanagement and thus to stress and anxiety. A perception of surveillance may also lead to stress. Controls for these include consultation with worker groups, extensive testing, and attention to introduced bias. Wearable sensors, activity trackers, and augmented reality may also lead to stress from micromanagement, both for assembly line workers and gig workers. Gig workers also lack the legal protections and rights of formal workers. Newell & Marabelli argue that AI alters power dynamics and employee autonomy, requiring a more nuanced understanding of its social and organizational implications. There is also the risk of people being forced to work at a robot's pace, or to monitor robot performance at nonstandard hours. A 2025 preprint paper based on users' interactions with the AI chatbot Microsoft Copilot identified forty jobs that the author's claimed had high overlaps with the capabilities of AI. Some media outlets used this paper to report on jobs becoming obsolete. Cri
Data product
In data management and product management, a data product is a reusable, active, and standardized data asset designed to deliver measurable value to its users, whether internal or external, by applying the rigorous principles of product thinking and management. It comprises one or more data artifacts (e.g., datasets, models, pipelines) and is enriched with metadata, including governance policies, data quality rules, data contracts, and, where applicable, a software bill of materials (SBOM) to document its dependencies and components. Ownership of a data product is aligned to a specific domain or use case, ensuring accountability, stewardship, and its continuous evolution throughout its lifecycle. Adhering to the FAIR principles – findable, accessible, interoperable, and reusable – a data product is designed to be discoverable, scalable, reusable, and aligned with both business and regulatory standards, driving innovation and efficiency in modern data ecosystems. == History == In 2012, DJ Patil proposed the first documented definition: a data product is a product that facilitates an end goal through the use of data. In 2019, Zhamak Dehghani introduced Data Mesh, with a strong focus on domain-oriented data products. Later, in 2020, she solidifies Data Mesh around four principles, one being Data as a Product, in which she defines Data Product as the node on the mesh that encapsulates three structural components required for its function, providing access to the domain's analytical data as a product. In 2024, Andrea Gioia published one of the first books specifically on data products post Data Mesh announcement. In his book, Gioia defines the concept of pure data product. In 2025, during the Data Day Texas conference, Jean-Georges Perrin and a collective of product managers and data engineers got together to craft the current definition and make it available to the public domain. In July 2025, Bitol, a project of The Linux Foundation, released and early version of the Open Data Product Standard (ODPS) aiming at normalizing data products