Economía Feminista, in English: Feminist Economics, is an Argentine digital media, focused on disclosure and creation of economics information about the gender gap. The media is managed by Mercedes D`Alessandro, Magalí Brosio, Violeta Guitart and Agurtzane Urrutia. == Concept == Economía Femini(s)ta, is a portmanteau of feminista and minita. It attempts to end stereotypes about women. It was created in 2015 and its goal is to be a source of economic data to help to display economic differences by gender, especially in Argentina. == Awards == Economía Feminista was awarded the Lola Mora prize in 2016 for the best digital media by Dirección General de la Mujer, promoted by Buenos Aires city's Legislature.
ALL-IN-1
ALL-IN-1 was an office automation product developed and sold by Digital Equipment Corporation in the 1980s. It was one of the first purchasable off the shelf electronic mail products. It was later known as Office Server V3.2 for OpenVMS Alpha and OpenVMS VAX systems before being discontinued. == Overview == ALL-IN-1 was advertised as an office automation system including functionality in Electronic Messaging, Word Processing and Time Management. It offered an application development platform and customization capabilities that ranged from scripting to code-level integration. ALL-IN-1 was designed and developed by Skip Walter, John Churin and Marty Skinner from Digital Equipment Corporation who began work in 1977. Sheila Chance was hired as the software engineering manager in 1981. The first version of the software, called CP/OSS, the Charlotte Package of Office System Services, named after the location of the developers, was released in May 1982. In 1983, the product was renamed ALL-IN-1 and the Charlotte group continued to develop versions 1.1 through 1.3. Digital then made the decision to move most of the development activity to its central engineering facility in Reading, United Kingdom, where a group there took responsibility for the product from version 2.0 (released in field test in 1984 and to customers in 1985) onward. The Charlotte group continued to work on the Time Management subsystem until version 2.3 and other contributions were made from groups based in Sophia Antipolis, France (System for Customization Management and the integration with VAX Notes), Reading (Message Router and MAILbus), and Nashua, New Hampshire (FMS). ALL-IN-1 V3.0 introduced shared file cabinets and the File Cabinet Server (FCS) to lay the foundation for an eventual integration with TeamLinks, Digital's PC office client. Previous integrations with PCs included PC ALL-IN-1, a DOS-based product introduced in 1989 that never proved popular with customers. Bob Wyman was the first product manager. He oversaw the growth of the product culminating in over $2 billion per year in revenue and market leadership in the proprietary office automation sector. Other consultants from Digital Equipment Corporation involved include Frank Nicodem, Donald Vickers and Tony Redmond.
Conversion path
A conversion path is a description of the steps taken by a user of a website towards a desired end from the standpoint of the website operator or marketer. The typical conversion path begins with a user arriving at a landing page or a product page and proceeding through a series of page transitions until reaching a final state, either positive (e.g. purchase) or negative (e.g. abandoned session). In practice, the study of the dynamics of this process by the interested party has evolved into a sophisticated field, where various statistical methods are being applied to the optimization of outcomes. This includes real-time adjustment of presented content, in which a website operator tries to provide deliberate incentives to increase the odds of conversion based on various sources of information, including demographic traits, search history, and browsing events. In practice, this reflects in different content presented to users arriving from online advertising versus search engines, and similarly, different content is presented depending on their demographic segments. The fundamental metric describing this process in the aggregate is known as conversion rate.
Problematic social media use
Excessive use of social media can lead to problems including impaired functioning and a reduction in overall wellbeing, for both users and those around them. Such usage is associated with a risk of mental health problems, sleep problems, academic struggles, and daytime fatigue. Psychological or behavioural dependence on social media platforms can result in significant negative functions in peoples daily lives. The risk of problems is also related to the type of platform of social media or online community being used. People of different ages and genders may be affected in different ways by problematic social media use. == Signs and symptoms == Signs of social media addiction or excessive use of social media include many behaviours similar to substance use disorders, including mood modification, salience, tolerance, stress withdrawal symptoms, psychological distress, anxiety and depression, conflict, and relapse, and low self esteem. People with problematic social media habits are at risk of being addicted and may require more time on social media as time passes. Frequent social media use may also be associated with self-reported symptoms of attention deficit hyperactivity disorder. Social anxiety (or fear of missing out) is another potential symptom. Social anxiety is defined as having intense anxiety or fear of being judged, negatively evaluated, or rejected in a social or performance situation. The fear of missing out can contribute to excessive usage due to frequent checking the media constantly throughout the day to check in and see what others are doing instead of doing other activities. Common signs include displacement, or replacing meaningful other activities with social media, and loneliness. == Causes and mechanisms == There are many theories for the mechanism or cause behind a person having problematic social media use. The transition from normal to problematic social media use occurs when a person relies on it to relieve stress, loneliness, depression, or provide continuous rewards. Cognitive-behavioral model – People increase their use of social media when they are in unfamiliar environments or awkward situations; Social skill model – People pull out their phones and use social media when they prefer virtual communication as opposed to face-to-face interactions because they lack self-presentation skills; Socio-cognitive model – This person uses social media because they love the feeling of people liking and commenting on their photos and tagging them in pictures. They are attracted to the positive outcomes they receive on social media. There are parallels to the gambling industry inherent to the design of various social media sites, with "'ludic loops' or repeated cycles of uncertainty, anticipation and feedback" potentially contributing to problematic social media use. Another factor directly facilitating the development of addiction to social media is the implicit attitude toward the IT artifact. Social media use may also stimulate the reward pathway in the brain. There is also a theory that social media addiction fulfills a basic evolutionary drives in the wake of mass urbanization worldwide. The basic psychological needs of "secure, predictable community life that evolved over millions of years" remain unchanged, leading some to find online communities to cope with the new individualized way of life in some modern societies. The "Evolutionary Mismatch" hypothesis holds that modern digital platforms amplify social competition and comparison in ways our ancestors never faced, possibly triggering maladaptive patterns such as anxiety, depression, or compulsive use. Similarly, some scholars compare social media to "junk food": The approach taken to develop social media platforms may contribute to problematic social media use. The ability to scroll and stream content endlessly and how app developers distort time by affecting the 'flow' of content when scrolling, potentially resulting in the Zeigarnik effect (the human brain will continue to pursue an unfinished task until a satisfying closure. Autoplay modes, the personalized nature of the content results in emotional attachment (the user values this above its actual value, which is referred to as the endowment effect), and the exposure effect (repeated exposure to a distinct stimulus by the user can condition the user into an enhanced or improved attitude toward it). The interactive nature of the platforms, including the ability to "like" content has also been linked. Even though social media can satisfy personal communication needs, those who use it at higher rates are shown to have higher levels of psychological distress. == Diagnosis == While there is no official diagnostic term or measurement, problematic social media use is conceptualized as a non-substance-related disorder, resulting in preoccupation and compulsion to engage excessively in social media platforms despite negative consequences. No diagnosis exists for problematic social media use in either the ICD-11 or DSM-5. Excessive use of an activity, like social media, does not directly equate with addiction. There are other factors that could lead to someone's social media addiction including personality traits and pre-existing tendencies. While the extent of social media use and addiction are positively correlated, it is erroneous to employ use (the degree to which one makes use of the site's features, the effort exerted during use sessions, access frequency, etc.) as a proxy for addiction. Indicators of a potential dependence on social media include: Mood swings: a person uses social media to regulate his or her mood, or as a means of escaping real world conflicts. Relevance: social media starts to dominate a person's thoughts at the expense of other activities. Salience: social media becomes the most important part of someone's life. Tolerance: a person increases their time spent on social media to experience previously associated feelings they had while using social media. Withdrawal: when a person can not access social media their sleeping or eating habits change or signs of depression or anxiety can become present. Conflicts in real life: when social media is used excessively, it can affect real-life relationships with family and friends. Relapse: the tendency for previously affected individuals to revert to previous patterns of excessive social media use. There have been several scales developed and validated that help to understand the issues regarding problematic social media use. There is not one single scale that is being used by all researchers. == Treatment == Screen time recommendations for children and families have been developed by the American Academy of Pediatrics. Possible therapeutic interventions published include: Self-help interventions, including application-specific timers; Cognitive behavioural therapy; and Organisational and schooling support. Medications have not been shown to be effective in randomized, controlled trials for the related conditions of Internet addiction disorder or gaming disorder. == Prevention == Prevention approaches include screen time monitoring apps and other tech-based approaches to improve efficiency and decrease screen time and tools to help with addiction to online platform products. Parents' methods for monitoring, regulating, and understanding their children's social media use are referred to as parental mediation. Parental mediation strategies include active, restrictive, and co-using methods. Active mediation involves direct parent-child conversations that are intended to educate children on social media norms and safety, as well as the variety and purposes of online content. Restrictive mediation entails the implementation of rules, expectations, and limitations regarding children's social media use and interactions. Co-use is when parents jointly use social media alongside their children, and is most effective when parents are actively participating (like asking questions, making inquisitive/supportive comments) versus being passive about it. Active mediation is the most common strategy used by parents, though the key to success for any mediation strategy is consistency/reliability. When parents reinforce rules inconsistently, have no mediation strategy, or use highly restrictive strategies for monitoring their children's social media use, there is an observable increase in children's aggressive behaviours. When parents openly express that they are supportive of their child's autonomy and provide clear, consistent rules for media use, problematic usage and aggression decreases. Knowing that consistent, autonomy-supportive mediation has more positive outcomes than inconsistent, controlling mediation, parents can consciously foster more direct, involved, and genuine dialogue with their children. This can help prevent or reduce problematic social media use in children and teenagers. == Outcomes == === Adolescents and teens === Increased social medi
Web testing
Web testing is software testing that focuses on web applications. Complete testing of a web-based system before going live can help address issues before the system is revealed to the public. Issues may include the security of the web application, the basic functionality of the site, its accessibility to disabled and fully able users, its ability to adapt to the multitude of desktops, devices, and operating systems, as well as readiness for expected traffic and number of users and the ability to survive a massive spike in user traffic, both of which are related to load testing. == Web application performance tool == A web application performance tool (WAPT) is used to test web applications and web related interfaces. These tools are used for performance, load and stress testing of web applications, web sites, web API, web servers and other web interfaces. WAPT tends to simulate virtual users which will repeat either recorded URLs or specified URL and allows the users to specify number of times or iterations that the virtual users will have to repeat the recorded URLs. By doing so, the tool is useful to check for bottleneck and performance leakage in the website or web application being tested. A WAPT faces various challenges during testing and should be able to conduct tests for: Browser compatibility Operating System compatibility Windows application compatibility where required WAPT allows a user to specify how virtual users are involved in the testing environment.ie either increasing users or constant users or periodic users load. Increasing user load, step by step is called RAMP where virtual users are increased from 0 to hundreds. Constant user load maintains specified user load at all time. Periodic user load tends to increase and decrease the user load from time to time. == Web security testing == Web security testing tells us whether Web-based applications requirements are met when they are subjected to malicious input data. There is a web application security testing plug-in collection for Fire Fox == Web API testing == An application programming interface API exposes services to other software components, which can query the API. The API implementation is in charge of computing the service and returning the result to the component that send the query. A part of web testing focuses on testing these web API implementations. GraphQL is a specific query and API language. It is the focus of tailored testing techniques. Search-based test generation yields good results to generate test cases for GraphQL APIs.
DataScene
DataScene is a scientific graphing, animation, data analysis, and real-time data monitoring software package. It was developed with the Common Language Infrastructure technology and the GDI+ graphics library. With the two Common Language Runtime engines - the .Net and Mono frameworks - DataScene runs on all major operating systems. With DataScene, the user can plot 39 types 2D & 3D graphs (e.g., Area graph, Bar graph, Boxplot graph, Pie graph, Line graph, Histogram graph, Surface graph, Polar graph, Water Fall graph, etc.), manipulate, print, and export graphs to various formats (e.g., Bitmap, WMF/EMF, JPEG, PNG, GIF, TIFF, PostScript, and PDF), analyze data with different mathematical methods (fitting curves, calculating statics, FFT, etc.), create chart animations for presentations (e.g. with PowerPoint), classes, and web pages, and monitor and chart real-time data. == History == DataScene was first released (version 1.0) in March 2009 for the Windows platform and the .Net 2.0 framework. Since version 2.0, DataScene has been ported to the Mono framework 2.6 and all Linux and Unix/X11 operating systems. Cyberwit offers free licensing for the Express edition of DataScene.
Digital media in education
Digital media in education refers to the use of digital technologies to support and enhance teaching and learning processes. This includes the application of multiple digital software applications, devices, and online platforms as tools for learning. Learners interact with these technologies to access, analyze, evaluate, and create media content and communication in various forms. The integration of digital media in education has dramatically increased over time, significantly transforming traditional educational practices. When viewed through a global and inclusive lens, digital education should be guided by principles of equity, inclusion, and public infrastructure to ensure meaningful participation of all learners. == History == === 20th century === Technological advances in the 20th century, particularly the invention of the Internet, laid the foundation for incorporating technology into education. In the early 1900s, the overhead projector and instructional radio broadcasts were among the first technologies used for educational purposes. The introduction of computers in classrooms occurred in 1950, when a flight simulation program was developed to train pilots at the Massachusetts Institute of Technology. However, access to computers remained extremely limited for several decades. In 1964, John Kemeny and Thomas Kurtz developed the BASIC programming language, which simplified computer interaction and introduced time-sharing, enabling multiple users to work on the same system simultaneously. This innovation made computing increasingly accessible for educational settings. By the 1980s, schools began to show more interest in computers as companies released mass-market devices to the public. Networking further enabled the interconnection of computers into unified communication systems, which proved more efficient and cost-effective than previous stand-alone machines. This development prompted wider adoption of computing in educational institutions. The invention of the World Wide Web in 1992 further simplified internet navigation and sparked further interest in educational settings. Initially, computers were integrated into school curricula for tasks such as word processing, spreadsheet creation, and data organization. By the late 1990s, the Internet became a research tool, functioning as a vast library. By 1999, 99% of public school teachers in the United States reported having access to at least one computer in their schools, and 84% had a computer available in their classrooms. The emergence of World Wide Web also contributed to the development of learning management systems (LMS), which allowed educators to create online teaching environments for content storage, student activities, discussions, and assignments. Advances in digital compression and high-speed Internet made video creation and distribution more affordable, fostering the use of the systems designed for recording lectures. These tools were often incorporated into learning management platforms, supporting the expansion of fully online courses. === 21st century === By 2002, the Massachusetts Institute of Technology began offering recorded lectures to the public, marking a significant milestone in the movement toward accessible online education. The launch of YouTube in 2005 further transformed educational content distribution. Educators increasingly uploaded lectures and instructional videos on platforms with initiatives like Khan Academy, which was active in 2006, contributing to You Tube's role as a prominent educational resource. In 2007, Apple launched iTunesU, another platform for sharing educational resources and videos. Meanwhile, learning management systems gained popularity, with Blackboard and Canvas becoming two of the most widely used platforms with Canvas's release in 2008. That same year also marked the introduction of the first Massive Open Online Course (MOOC), which provided open access to webinars and expert-led instructions for global learners. As technology evolved, traditional projectors were gradually replaced by interactive whiteboards, which enabled educators to integrate digital tools more effectively in their classrooms. By 2009, 97% of classrooms in the United States had at least one computer, and 93% had Internet access. The COVID-19 pandemic, which forced schools across the world to close, significantly impacted education with schools shifting to distance education. Students attended classes remotely using devices such as laptops, phones, and tablets, supported by digital platforms that facilitated at-home learning environments. However, adapting assessment methods to the new learning environment posed certain challenges. A study conducted by Eddie M. Mulenga and José M. Marbán on Zambian students during the pandemic revealed difficulties in adapting to digital learning, particularly in subjects like mathematics. Similar issues were reported among students in Romania, where the transition to virtual learning presented significant obstacles in engagement and adaptability. === Post-pandemic developments === In the period following the onset of COVID-19, education systems worldwide rapidly adopted digital solutions to maintain continuity of learning and teaching. By the end of March 2020, all 46 OECD and partners countries closed some or all of their schools nationwide. By June 2020, the length of school closures in these countries ranged from 7 to over 18 weeks. These disruptions in formal education prompted governments and educators to quickly adopt digital learning. This global shift to online education highlighted considerable inequalities in digital access, although many systems struggled with inequitable access, especially in regions lacking devices, stable internet connections, or conducive home learning environments. Stimultaneously, commercial educational technology (ed-tech) companies introduced rapid digital solutions to the disruption caused by the pandemic. This led to what has been described as a "seller's market," where the urgency of implementation may cause the prioritization of availability and scale over pedagogical and equity considerations. In the post-pandemic era, digital media in education continues to evolve. It increasingly intersects with artificial intelligence (AI) technologies such as adaptive learning platforms, AI-enabled content generation, and personalized learning environments. These tools enhance global engagement and access but also raise concerns about infrastructure, inclusivity, ethical implementation as well as critical pedagogies. Scholars recommend that educators and policymakers adopt inclusive practices, prioritize equitable infrastructure, and develop critical digital literacy. Facer and Selwyn also emphasize the need for public digital infrastructure and sustainable and justice-oriented policies that empower all learners. Overall, these perspectives reflect a growing consensus that digital media in education should be implemented critically to promote inclusive, multimodal, and future-oriented learning environments.