An image pipeline or video pipeline is the set of components commonly used between an image source (such as a camera, a scanner, or the rendering engine in a computer game), and an image renderer (such as a television set, a computer screen, a computer printer or cinema screen), or for performing any intermediate digital image processing consisting of two or more separate processing blocks. An image/video pipeline may be implemented as computer software, in a digital signal processor, on an FPGA, or as fixed-function ASIC. In addition, analog circuits can be used to do many of the same functions. Typical components include image sensor corrections (including debayering or applying a Bayer filter), noise reduction, image scaling, gamma correction, image enhancement, colorspace conversion (between formats such as RGB, YUV or YCbCr), chroma subsampling, framerate conversion, image compression/video compression (such as JPEG), and computer data storage/data transmission. Typical goals of an imaging pipeline may be perceptually pleasing end-results, colorimetric precision, a high degree of flexibility, low cost/low CPU utilization/long battery life, or reduction in bandwidth/file size. Some functions may be algorithmically linear. Mathematically, those elements can be connected in any order without changing the end-result. As digital computers use a finite approximation to numerical computing, this is in practice not true. Other elements may be non-linear or time-variant. For both cases, there is often one or a few sequences of components that makes sense for optimum precision and minimum hardware-cost/CPU-load.
Pandemonium architecture
Pandemonium architecture is a theory in cognitive science that describes how visual images are processed by the brain. It has applications in artificial intelligence and pattern recognition. The theory was introduced by the artificial intelligence pioneer Oliver Selfridge in his 1959 paper "Pandemonium - A Paradigm for Learning". It describes the process of object recognition as the exchange of signals within a hierarchical system of detection and association, the elements of which Selfridge metaphorically termed "demons". This model is now recognized as the basis of visual perception in cognitive science. Pandemonium architecture arose in response to the inability of template matching theories to offer a biologically plausible explanation of the image constancy phenomenon. Contemporary researchers praise this architecture for its elegancy and creativity; that the idea of having multiple independent systems (e.g., feature detectors) working in parallel to address the image constancy phenomena of pattern recognition is powerful yet simple. The basic idea of the pandemonium architecture is that a pattern is first perceived in its parts before the "whole". Pandemonium architecture was one of the first computational models in pattern recognition. Although not perfect, the pandemonium architecture influenced the development of modern connectionist, artificial intelligence, and word recognition models. == History == Most research in perception has been focused on the visual system, investigating the mechanisms of how we see and understand objects. A critical function of our visual system is its ability to recognize patterns, but the mechanism by which this is achieved is unclear. The earliest theory that attempted to explain how we recognize patterns is the template matching model. According to this model, we compare all external stimuli against an internal mental representation. If there is "sufficient" overlap between the perceived stimulus and the internal representation, we will "recognize" the stimulus. Although some machines follow a template matching model (e.g., bank machines verifying signatures and accounting numbers), the theory is critically flawed in explaining the phenomena of image constancy: we can easily recognize a stimulus regardless of the changes in its form of presentation (e.g., T and T are both easily recognized as the letter T). It is highly unlikely that we have a stored template for all of the variations of every single pattern. As a result of the biological plausibility criticism of the template matching model, feature detection models began to rise. In a feature detection model, the image is first perceived in its basic individual elements before it is recognized as a whole object. For example, when we are presented with the letter A, we would first see a short horizontal line and two slanted long diagonal lines. Then we would combine the features to complete the perception of A. Each unique pattern consists of different combination of features, which means those that are formed with the same features will generate the same recognition. That is, regardless of how we rotate the letter A, is still perceived as the letter A. It is easy for this sort of architecture to account for the image constancy phenomena because you only need to "match" at the basic featural level, which is presumed to be limited and finite, thus biologically plausible. The best known feature detection model is called the pandemonium architecture. == Pandemonium architecture == The pandemonium architecture was originally developed by Oliver Selfridge in the late 1950s. The architecture is composed of different groups of "demons" working independently to process the visual stimulus. Each group of demons is assigned to a specific stage in recognition, and within each group, the demons work in parallel. There are four major groups of demons in the original architecture. The concept of feature demons, that there are specific neurons dedicated to perform specialized processing is supported by research in neuroscience. Hubel and Wiesel found there were specific cells in a cat's brain that responded to specific lengths and orientations of a line. Similar findings were discovered in frogs, octopuses and a variety of other animals. Octopuses were discovered to be only sensitive to verticality of lines, whereas frogs demonstrated a wider range of sensitivity. These animal experiments demonstrate that feature detectors seem to be a very primitive development. That is, it did not result from the higher cognitive development of humans. Not surprisingly, there is also evidence that the human brain possesses these elementary feature detectors as well. Moreover, this architecture is capable of learning, similar to a back-propagation styled neural network. The weight between the cognitive and feature demons can be adjusted in proportion to the difference between the correct pattern and the activation from the cognitive demons. To continue with our previous example, when we first learned the letter R, we know is composed of a curved, long straight, and a short angled line. Thus when we perceive those features, we perceive R. However, the letter P consists of very similar features, so during the beginning stages of learning, it is likely for this architecture to mistakenly identify R as P. But through constant exposure of confirming R's features to be identified as R, the weights of R's features to P are adjusted so the P response becomes inhibited (e.g., learning to inhibit the P response when a short angled line is detected). In principle, a pandemonium architecture can recognize any pattern. As mentioned earlier, this architecture makes error predictions based on the amount of overlapping features. Such as, the most likely error for R should be P. Thus, in order to show this architecture represents the human pattern recognition system we must put these predictions into test. Researchers have constructed scenarios where various letters are presented in situations that make them difficult to identify; then types of errors were observed, which was used to generate confusion matrices: where all of the errors for each letter are recorded. Generally, the results from these experiments matched the error predictions from the pandemonium architecture. Also as a result of these experiments, some researchers have proposed models that attempted to list all of the basic features in the Roman alphabet. == Criticism == A major criticism of the pandemonium architecture is that it adopts a completely bottom-up processing: recognition is entirely driven by the physical characteristics of the targeted stimulus. This means that it is unable to account for any top-down processing effects, such as context effects (e.g., pareidolia), where contextual cues can facilitate (e.g., word superiority effect: it is relatively easier to identify a letter when it is part of a word than in isolation) processing. However, this is not a fatal criticism to the overall architecture, because is relatively easy to add a group of contextual demons to work along with the cognitive demons to account for these context effects. Although the pandemonium architecture is built on the fact that it can account for the image constancy phenomena, some researchers have argued otherwise; and pointed out that the pandemonium architecture might share the same flaws from the template matching models. For example, the letter H is composed of 2 long vertical lines and a short horizontal line; but if we rotate the H 90 degrees in either direction, it is now composed of 2 long horizontal lines and a short vertical line. In order to recognize the rotated H as H, we would need a rotated H cognitive demon. Thus we might end up with a system that requires a large number of cognitive demons in order to produce accurate recognition, which would lead to the same biological plausibility criticism of the template matching models. However, it is rather difficult to judge the validity of this criticism because the pandemonium architecture does not specify how and what features are extracted from incoming sensory information, it simply outlines the possible stages of pattern recognition. But of course that raises its own questions, to which it is almost impossible to criticize such a model if it does not include specific parameters. Also, the theory appears to be rather incomplete without defining how and what features are extracted, which proves to be especially problematic with complex patterns (e.g., extracting the weight and features of a dog). Some researchers have also pointed out that the evidence supporting the pandemonium architecture has been very narrow in its methodology. Majority of the research that supports this architecture has often referred to its ability to recognize simple schematic drawings that are selected from a small finite set (e.g., letters in the Roman alphabet). Evidence from these types of exper
Point-to-point encryption
Point-to-point encryption (P2PE) is a standard established by the PCI Security Standards Council. Payment solutions that offer similar encryption but do not meet the P2PE standard are referred to as end-to-end encryption (E2EE) solutions. The objective of P2PE and E2EE is to provide a payment security solution that instantaneously converts confidential payment card (credit and debit card) data and information into indecipherable code at the time the card is swiped, in order to prevent hacking and fraud. It is designed to maximize the security of payment card transactions in an increasingly complex regulatory environment. == The standard == The P2PE Standard defines the requirements that a "solution" must meet in order to be accepted as a PCI-validated P2PE solution. A "solution" is a complete set of hardware, software, gateway, decryption, device handling, etc. Only "solutions" can be validated; individual pieces of hardware such as card readers cannot be validated. It is also a common mistake to refer to P2PE validated solutions as "certified"; there is no such certification. The determination of whether or not a solution meets the P2PE standard is the responsibility of a P2PE Qualified Security Assessor (P2PE-QSA). P2PE-QSA companies are independent third-party companies who employ assessors that have met the PCI Security Standards Council's requirements for education and experience, and have passed the requisite exam. The PCI Security Standards Council does not validate solutions. == How it works == As a payment card is swiped through a card reading device, referred to as a point of interaction (POI) device, at the merchant location or point of sale, the device immediately encrypts the card information. A device that is part of a PCI-validated P2PE solution uses an algorithmic calculation to encrypt the confidential payment card data. From the POI, the encrypted, indecipherable codes are sent to the payment gateway or processor for decryption. The keys for encryption and decryption are never available to the merchant, making card data entirely invisible to the retailer. Once the encrypted codes are within the secure data zone of the payment processor, the codes are decrypted to the original card numbers and then passed to the issuing bank for authorization. The bank either approves or rejects the transaction, depending upon the card holder's payment account status. The merchant is then notified if the payment is accepted or rejected to complete the process along with a token that the merchant can store. This token is a unique number reference to the original transaction that the merchant can use should they ever be needed to perform research or refund the customer without ever knowing the customer's card information (tokenization). There are also Qualified Integrator and Reseller (QIR) Companies, which are businesses authorized to "implement, configure, and/or support validated" PA-DSS Payment Applications, and perform qualified installations. == Solution providers == According to the PCI Security Standards Council:The P2PE solution provider is a third-party entity (for example, a processor, acquirer, or payment gateway) that has overall responsibility for the design and implementation of a specific P2PE solution, and manages P2PE solutions for its merchant customers. The solution provider has overall responsibility for ensuring that all P2PE requirements are met, including any P2PE requirements performed by third-party organizations on behalf of the solution provider (for example, certification authorities and key-injection facilities). == Benefits == === Customer benefits === P2PE significantly reduces the risk of payment card fraud by instantaneously encrypting confidential cardholder data at the moment a payment card is swiped or "dipped" if it is a chip card at the card reading device (payment terminal) or POI. === Merchant benefits === P2PE significantly facilitates merchant responsibilities: With a P2PE validated solution, merchants save significant time and money as PCI requirements may be greatly reduced. Payment Card Industry Data Security Standard (PCI DSS). For organizations who use a P2PE validated solution provider, the PCI Self Assessment Questionnaire is reduced from 12 sections to 4 sections and the controls are reduced from 329 questions to just 35. In the event of fraud, the P2PE Solution Provider, not the merchant, is held accountable for data loss and resulting fines that may be assessed by the card brands (American Express, Visa, MasterCard, Discover, and JCB). The PCI Security Standards Council does not assess penalties on Solution Providers or Merchants. The payment process with P2PE is quicker than other transaction processes, thus creating simpler and faster customer–merchant transactions. == Point-to-point encryption versus end-to-end encryption == === Point-to-point === A point-to-point connection directly links system 1 (the point of payment card acceptance) to system 2 (the point of payment processing). A true P2PE solution is determined with three main factors: The solution uses a hardware-to-hardware encryption and decryption process along with a POI device that has SRED (Secure Reading and Exchange of Data) listed as a function. The solution has been validated to the PCI P2PE Standard which includes specific POI device requirements such as strict controls regarding shipping, receiving, tamper-evident packaging, and installation. A solution includes merchant education in the form of a P2PE Instruction Manual, which guides the merchant on POI device use, storage, return for repairs, and regular PCI reporting. === End-to-end === End-to-end encryption as the name suggests has the advantage over P2PE that card details are not unencrypted between the two endpoints. If the endpoints are a PCI PED validated PIN pad and a POS acquirer, there is no opportunity for the card details to be intercepted. It is obviously important that the endpoints (the PED and gateway) are provided by PCI accredited organisations. == PCI point-to-point encryption requirements == The requirements include: Secure encryption of payment card data at the point of interaction (POI), P2PE validated application(s) at the point of interaction, Secure management of encryption and decryption devices, Management of the decryption environment and all decrypted account data, Use of secure encryption methodologies and cryptographic key operations, including key generation, distribution, loading/injection, administration, and usage.
Strategic Air Command Digital Information Network
The Strategic Air Command DIgital Network (SACDIN) was a United States military computer network that provided computerized record communications, replacing the Data Transmission Subsystem and part of the Data Display Subsystem of the SAC Automated Command and Control System. SACDIN enabled a rapid flow of communications from headquarters SAC to its fielded forces, such as B-52 bases and ICBM Launch Control Centers. == Logistics == Major portions of SACDIN were developed, engineered and installed by the International Telephone and Telegraph (ITT) company, under contract to the Electronic Systems Center. == Chronology == 1969 - Headquarters SAC submits a request to the Joint Chiefs of Staff to study an expanded communications system, known as the SAC Total Information Network (SATIN). It would interconnect Air Force Satellite Communications (AFSATCOM), Advanced Airborne Command Post (AABNCP), Airborne Command Post (ABNCP), high frequency/single sideband radio HF/SSB radio, SAC Automated Command and Control System (SACCS), Automatic Digital Information Network (AUTODIN), Survivable Low Frequency Communications System (SLFCS) and Command Data Buffer (CDB) 1977 1 November - SATIN IV was effectively terminated by Congress. The restructured program was renamed SAC Digital Network (SACDIN), and was formulated to meet SAC's minimum essential data communications requirements, but also had the capability to grow in a modular fashion. 1986 ?? ??? - SACDIN replaces much of the SAC Automated Command and Control System (SACCS) and the SAC Automated Total Information Network (SATIN)
Social media newsroom
A social media newsroom is a company resource, set up to increase the functionality and usability of the traditional online newsroom. Social media newsrooms (SMNs) are intended to encourage dialogue and information sharing. Unlike online newsrooms, content is accessible to more than just journalists, but to all those with whom the company engages such as bloggers, their prospects, customers, business partners and investors. It gives these stakeholders access to news, public relations announcements, images, audio, video and other multimedia files. In addition to posting press releases and corporate news, companies can integrate other social content from sites such as YouTube, Flickr and Slideshow as well as streams from corporate Twitter accounts. Traditional tools for journalists such as corporate fast facts, leadership information, a multimedia library, financial information, awards and other recent media coverage are also included in an SMN. Examples of companies effectively using social media newsrooms include Opel Group, Pressat, First Direct, MyNewsdesk, Scania and Newport Beach.
Line integral convolution
In scientific visualization, line integral convolution (LIC) is a method to visualize a vector field (such as fluid motion) at high spatial resolutions. The LIC technique was first proposed by Brian Cabral and Leith Casey Leedom in 1993. In LIC, discrete numerical line integration is performed along the field lines (curves) of the vector field on a uniform grid. The integral operation is a convolution of a filter kernel and an input texture, often white noise. In signal processing, this process is known as a discrete convolution. == Overview == Traditional visualizations of vector fields use small arrows or lines to represent vector direction and magnitude. This method has a low spatial resolution, which limits the density of presentable data and risks obscuring characteristic features in the data. More sophisticated methods, such as streamlines and particle tracing techniques, can be more revealing but are highly dependent on proper seed points. Texture-based methods, like LIC, avoid these problems since they depict the entire vector field at point-like (pixel) resolution. Compared to other integration-based techniques that compute field lines of the input vector field, LIC has the advantage that all structural features of the vector field are displayed, without the need to adapt the start and end points of field lines to the specific vector field. In other words, it shows the topology of the vector field. In user testing, LIC was found to be particularly good for identifying critical points. == Algorithm == === Informal description === LIC causes output values to be strongly correlated along the field lines, but uncorrelated in orthogonal directions. As a result, the field lines contrast each other and stand out visually from the background. Intuitively, the process can be understood with the following example: the flow of a vector field can be visualized by overlaying a fixed, random pattern of dark and light paint. As the flow passes by the paint, the fluid picks up some of the paint's color, averaging it with the color it has already acquired. The result is a randomly striped, smeared texture where points along the same streamline tend to have a similar color. Other physical examples include: whorl patterns of paint, oil, or foam on a river visualisation of magnetic field lines using randomly distributed iron filings fine sand being blown by strong wind === Formal mathematical description === Although the input vector field and the result image are discretized, it pays to look at it from a continuous viewpoint. Let v {\displaystyle \mathbf {v} } be the vector field given in some domain Ω {\displaystyle \Omega } . Although the input vector field is typically discretized, we regard the field v {\displaystyle \mathbf {v} } as defined in every point of Ω {\displaystyle \Omega } , i.e. we assume an interpolation. Streamlines, or more generally field lines, are tangent to the vector field in each point. They end either at the boundary of Ω {\displaystyle \Omega } or at critical points where v = 0 {\displaystyle \mathbf {v} =\mathbf {0} } . For the sake of simplicity, critical points and boundaries are ignored in the following. A field line σ {\displaystyle {\boldsymbol {\sigma }}} , parametrized by arc length s {\displaystyle s} , is defined as d σ ( s ) d s = v ( σ ( s ) ) | v ( σ ( s ) ) | . {\displaystyle {\frac {d{\boldsymbol {\sigma }}(s)}{ds}}={\frac {\mathbf {v} ({\boldsymbol {\sigma }}(s))}{|\mathbf {v} ({\boldsymbol {\sigma }}(s))|}}.} Let σ r ( s ) {\displaystyle {\boldsymbol {\sigma }}_{\mathbf {r} }(s)} be the field line that passes through the point r {\displaystyle \mathbf {r} } for s = 0 {\displaystyle s=0} . Then the image gray value at r {\displaystyle \mathbf {r} } is set to D ( r ) = ∫ − L / 2 L / 2 k ( s ) N ( σ r ( s ) ) d s {\displaystyle D(\mathbf {r} )=\int _{-L/2}^{L/2}k(s)N({\boldsymbol {\sigma }}_{\mathbf {r} }(s))ds} where k ( s ) {\displaystyle k(s)} is the convolution kernel, N ( r ) {\displaystyle N(\mathbf {r} )} is the noise image, and L {\displaystyle L} is the length of field line segment that is followed. D ( r ) {\displaystyle D(\mathbf {r} )} has to be computed for each pixel in the LIC image. If carried out naively, this is quite expensive. First, the field lines have to be computed using a numerical method for solving ordinary differential equations, like a Runge–Kutta method, and then for each pixel the convolution along a field line segment has to be calculated. The final image will normally be colored in some way. Typically, some scalar field in Ω {\displaystyle \Omega } (like the vector length) is used to determine the hue, while the grayscale LIC output determines the brightness. Different choices of convolution kernels and random noise produce different textures; for example, pink noise produces a cloudy pattern where areas of higher flow stand out as smearing, suitable for weather visualization. Further refinements in the convolution can improve the quality of the image. === Programming description === Algorithmically, LIC takes a vector field and noise texture as input, and outputs a texture. The process starts by generating in the domain of the vector field a random gray level image at the desired output resolution. Then, for every pixel in this image, the forward and backward streamline of a fixed arc length is calculated. The value assigned to the current pixel is computed by a convolution of a suitable convolution kernel with the gray levels of all the noise pixels lying on a segment of this streamline. This creates a gray level LIC image. == Versions == === Basic === Basic LIC images are grayscale images, without color and animation. While such LIC images convey the direction of the field vectors, they do not indicate orientation; for stationary fields, this can be remedied by animation. Basic LIC images do not show the length of the vectors (or the strength of the field). === Color === The length of the vectors (or the strength of the field) is usually coded in color; alternatively, animation can be used. === Animation === LIC images can be animated by using a kernel that changes over time. Samples at a constant time from the streamline would still be used, but instead of averaging all pixels in a streamline with a static kernel, a ripple-like kernel constructed from a periodic function multiplied by a Hann function acting as a window (in order to prevent artifacts) is used. The periodic function is then shifted along the period to create an animation. === Fast LIC (FLIC) === The computation can be significantly accelerated by re-using parts of already computed field lines, specializing to a box function as convolution kernel k ( s ) {\displaystyle k(s)} and avoiding redundant computations during convolution. The resulting fast LIC method can be generalized to convolution kernels that are arbitrary polynomials. === Oriented Line Integral Convolution (OLIC) === Because LIC does not encode flow orientation, it cannot distinguish between streamlines of equal direction but opposite orientation. Oriented Line Integral Convolution (OLIC) solves this issue by using a ramp-like asymmetric kernel and a low-density noise texture. The kernel asymmetrically modulates the intensity along the streamline, producing a trace that encodes orientation; the low-density of the noise texture prevents smeared traces from overlapping, aiding readability. Fast Rendering of Oriented Line Integral Convolution (FROLIC) is a variation that approximates OLIC by rendering each trace in discrete steps instead of as a continuous smear. === Unsteady Flow LIC (UFLIC) === For time-dependent vector fields (unsteady flow), a variant called Unsteady Flow LIC has been designed that maintains the coherence of the flow animation. An interactive GPU-based implementation of UFLIC has been presented. === Parallel === Since the computation of an LIC image is expensive but inherently parallel, the process has been parallelized and, with availability of GPU-based implementations, interactive on PCs. === Multidimensional === Note that the domain Ω {\displaystyle \Omega } does not have to be a 2D domain: the method is applicable to higher dimensional domains using multidimensional noise fields. However, the visualization of the higher-dimensional LIC texture is problematic; one way is to use interactive exploration with 2D slices that are manually positioned and rotated. The domain Ω {\displaystyle \Omega } does not have to be flat either; the LIC texture can be computed also for arbitrarily shaped 2D surfaces in 3D space. == Applications == This technique has been applied to a wide range of problems since it first was published in 1993, both scientific and creative, including: Representing vector fields: visualization of steady (time-independent) flows (streamlines) visual exploration of 2D autonomous dynamical systems wind mapping water flow mapping Artistic effects for image generation and stylization: pencil drawing (auto
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