The Global Language Monitor (GLM) is a company based in Austin, Texas, that analyzes trends in the English language. == History == Founded in Silicon Valley in 2003 by Paul J.J. Payack, the GLM describes its role as "a media analytics company that documents, analyzes and tracks cultural trends in language the world over, with a particular emphasis upon International and Global English". In April 2008, GLM moved its headquarters from San Diego to Austin. In July 2020, GLM announced that the word covid was its Top Word of 2020 for English. The company has been repeatedly criticized by linguists for promoting misinformation about language. Writing on Language Log, the linguist Ben Zimmer accused it of "hoodwink[ing] unsuspecting journalists on a range of pseudoscientific claims".
Wunderlist
Wunderlist is a discontinued cloud-based task management application. It allowed users to create lists to manage their tasks from a smartphone, tablet, computer and smartwatch. Wunderlist was free; additional collaboration features were available in a paid version known as Wunderlist Pro, released April 2013. Wunderlist was created in 2011 by Berlin-based startup 6Wunderkinder (Engl.: 6Prodigies). The company was acquired by Microsoft in June 2015, at which time the app had over 13 million users. In April 2017, Microsoft announced that Wunderlist would eventually be discontinued in favor of Microsoft To Do, a new multi-platform app developed by the Wunderlist team that has direct integration with the company's Office 365 service. On December 6, 2019, Microsoft announced that it would shut down Wunderlist on May 6, 2020. After this date, the application would no longer sync but users could still import their content into Microsoft To Do. == History == In 2009, Wunderlist's CEO Christian Reber called on the social network platform XING for business partners to create a new to-do app. Frank Thelen responded and together Reber and Thelen developed first concepts for Wunderlist. The necessary seed funding was granted by High-Tech Gründerfonds and e42 GmbH. The first version of Wunderlist was launched on November 9, 2010. Initially, the program was created for desktop PCs and platforms such as Windows, Linux and Mac OS X. In December 2011, the app received approval for the iPhone. Subsequently, the developers released a version prepared for the iPad with the name Wunderlist HD. In September 2012, the developers announced a shutdown of their service Wunderkit. Instead they wanted to focus on creating a new version of Wunderlist, which was later on released in December 2012 under the name Wunderlist 2. In September 2013, the company announced it had over 5 million users. In July 2014, a new major update was released under the name of Wunderlist 3, with a new real-time sync architecture. Wunderlist reached 10 million users in December 2014. On June 1, 2015, it was announced that Microsoft had acquired 6Wunderkinder, makers of Wunderlist, for between US$100 million and US$200 million (~$258 million in 2024). Following its acquisition of the app, Microsoft announced in April 2017 a preview of To-Do, a multi-platform task management app developed by the Wunderlist team that was intended to eventually replace Wunderlist and incorporate most of its features. As of January 2019, To-Do had not yet reached feature parity with Wunderlist, with its team citing that the service had to be completely re-written to use Microsoft Azure instead of Amazon Web Services. Frustrated by the perceived lack of roadmap, in September 2019, Reber began to publicly ask Microsoft-related accounts on Twitter whether he could buy Wunderlist back. Shortly afterward, however, Microsoft unveiled updates to To-Do that make it more closely resemble Wunderlist. In December 2019, Microsoft announced that it would fully shut down Wunderlist as of May 6, 2020. The team responsible for creating Wunderlist, led by co-founder Christian Reber, created that Superlist app in early 2024. == Finances == In its initial round of funding, 100,000 euro was invested in 6Wunderkinder by Frank Thelen and others. In December 2010, High-Tech Gründerfonds invested 500,000 euro (approximately US$660,000) in the company. T-Venture also invested an undisclosed amount in the startup. In its Series A round of funding in November 2011, Atomico invested $4.2 million (~$5.76 million in 2024) while High-Tech Gründerfonds invested an undisclosed additional amount. In May 2012, High-Tech Gründerfonds sold off its stake in 6Wunderkinder to Earlybird Venture Capital. In November 2013, $19 million (~$25.2 million in 2024) was raised in a Series B round led by Sequoia Capital with participation from Earlybird and Atomico. == Awards == In 2013, Wunderlist for Mac was named App of the Year. Wunderlist was selected as a Google Play Top Developer in 2013. In 2014, Wunderlist won the "Golden Mi" award from Xiaomi, and also named as one of its Best Apps of 2014 was given a "Google Play Editor's Choice" award, and was named in Google Play's Best Apps of 2014 as well as Apple's Best of 2014.
False answer supervision
False answer supervision (FAS) refers to VoIP fraud where the billed duration for the caller is more than the duration of the actual connection duration. The FAS is usually performed by VoIP wholesalers in their softswitches for randomly selected calls. Adding a small amount of extra billed seconds for many calls results in significant revenue for the VoIP wholesaler. == Implementation of FAS == The FAS fraud can be implemented in a softswitch in many different ways. These include: False billing of party A without calling a party B. Usually a fake ringback tone, loopback audio or voicemail message is played Start of billing before actual answer of party B Extra billing after disconnection of party B == Detection of FAS == The FAS can be detected and blocked in a softswitch. Common methods are: Manual verification of call detail records: listening to voice recordings Identification of FAS types and using algorithms to automatically detect the FAS RTP audio signal processing: detection of voice RTP audio signal processing: detection of silence RTP audio signal processing: detection of ringback tone
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.
Electronic game
An electronic game is a game that uses electronics to create an interactive system with which a player can play. Video games are the most common form today, and for this reason the two terms are often used interchangeably. There are other common forms of electronic games, including handheld electronic games, standalone arcade game systems (e.g. pinball, slot machines), and exclusively non-visual products (e.g. audio games). == Arcade games == === Arcade video games === Electronic video arcade games make extensive use of solid state electronics and integrated circuits. In the past coin-operated arcade video games generally used custom per-game hardware often with multiple CPUs, highly specialized sound and graphics chips and/or boards, and the latest in computer graphics display technology. Recent arcade game hardware is often based on modified video game console hardware or high end pc components. Arcade games may feature specialized ambiance or control accessories, including fully enclosed dynamic cabinets with force feedback controls, dedicated lightguns, rear-projection displays, reproductions of car or plane cockpits and even motorcycle or horse-shaped controllers, or even highly dedicated controllers such as dancing mats and fishing rods. These accessories are usually what set modern arcade games apart from PC or console games, and they provide an experience that some gamers consider more immersive and realistic. Examples of arcade video games include: Galaxy Game (1971) Pong (1972) Space Invaders (1978) Galaxian (1979) Pac-Man (1980) Battlezone (1980) Donkey Kong (1981) Street Fighter II (1991) Mortal Kombat (1992) Fatal Fury (1992) Killer Instinct (1994) King of Fighters (1994–2005) Time Crisis (1995) Dance Dance Revolution (1998) DrumMania (1999) House of the Dead (1998) === Pinball and pachinko machines === Since the introduction of electromechanics to the pinball machine in 1933's Contact, pinball has become increasingly dependent on electronics as a means to keep score on the backglass and to provide quick impulses on the playfield (as with bumpers and flippers) for exciting gameplay. Unlike games with electronic visual displays, pinball has retained a physical display that is viewed on a table through glass. Similar games such as pachinko have also become increasingly dependent on electronics in modern times. Examples of pinball games include: The Addams Family (1991) Indiana Jones: The Pinball Adventure (1993) Star Trek: The Next Generation (1993) List of pinball machines === Redemption games and merchandisers === Redemption games such as Skee-Ball have been around since the days of the carnival game - well earlier than the development of the electronic game, however with modern advances many of these games have been re-worked to employ electronic scoring and other game mechanics. The use of electronic scoring mechanisms has allowed carnival or arcade attendants to take a more passive role, simply exchanging prizes for electronically dispensed coupons and occasionally emptying out the coin boxes or banknote acceptors of the more popular games. Merchandisers such as the Claw Crane are more recent electronic games in which the player must accomplish a seemingly simple task (e.g. remotely controlling a mechanical arm) with sufficient ability to earn a reward. Examples of redemption games include: Whac-A-Mole (1976) Skee-Ball - modern electric versions Examples of merchandisers include: Claw crane (1980) === Slot machines === The slot machine is a casino gambling machine with three or more reels which spin when a button is pushed. Though slot machines were originally operated mechanically by a lever on the side of the machine (the one arm) instead of an electronic button on the front panel as used on today's models, many modern machines still have a "legacy lever" in addition to the button on the front. Slot machines include a currency detector that validates the coin or money inserted to play. The machine pays off based on patterns of symbols visible on the front of the machine when it stops. Modern computer technology has resulted in many variations on the slot machine concept. == Audio games == An audio game is a game played on an electronic device such as—but not limited to—a personal computer. It is similar to a video game save that the only feedback device is audible rather than visual. Audio games originally started out as 'blind accessible'-games, but recent interest in audio games has come from sound artists, game accessibility researchers, mobile game developers, and mainstream video gamers. Most audio games run on a computer platform, although there are a few audio games for handhelds and video game consoles. Audio games feature the same variety of genres as video games, such as adventure games, racing games, etc. Examples of audio games include: Real Sound: Kaze no Regret (1997) Chillingham (2004) BBBeat (2005) === Tabletop games === A tabletop audio game is an audio game that is designed to be played on a table rather than a handheld game. Examples of tabletop audio games include: Brain Shift (1998) Who Wants to be a Millionaire? (2000) Electronic Battleship (1977) (Milton Bradley) Electronic battleship is a portable game with the objective of marking all enemy ships. When an enemy ship is marked, an electronic battleship makes an explosion sound. Milton Bradley created the Electronic battleship game in 1977 and was later acquired by Hasbro in 1984. Modern day electronic battleship features an interactive missile launching platform and advanced mode that features custom special attack pegs. Tabletop non-audio games include: Electronic Chess Boards (DGT) DGT is a line of electronic chess boards that are commonly used in FIDE chess tournaments and national tournaments such as USCF. Electronic Chess boards can be used to broadcast games live. == Electronic handhelds == The earliest form of dedicated console, handheld electronic games are characterized by their size and portability. Used to play interactive games, handheld electronic games are often miniaturized versions of video games. The controls, display and speakers are all part of a single unit, and rather than a general-purpose screen made up of a grid of small pixels, they usually have custom displays designed to play one game. This simplicity means they can be made as small as a digital watch, which they sometimes are. The visual output of these games can range from a few small light bulbs or LED lights to calculator-like alphanumerical screens; later these were mostly displaced by liquid crystal and Vacuum fluorescent display screens with detailed images and in the case of VFD games, color. Handhelds were at their most popular from the late 1970s into the early 1990s. They are both the predecessors to and inexpensive alternatives to the handheld game console. Examples of handheld electronic games include: Mattel Auto Race (1976) Simon (1978) Merlin (1978) Game & Watch (1980) MB Omni (1980) Bandai LCD Solarpower (1982) Entex Adventure Vision (1982) Lights Out (1995) == Home video games == A video game is a game that involves interaction with a user interface to generate visual feedback on a video device. The word video in video game traditionally referred to a raster display device. However, with the popular use of the term "video game", it now implies any type of display device. Term "digital game" has been offered by some in academia as an alternative term. === Computer games === A personal computer video game (also known as a computer game or simply PC game) is a video game played on a personal computer. This is opposed to video game consoles or arcade machines, which are not considered personal computers. Computer games became a form of video games, and since the earliest days of the medium, visual displays such as the cathode-ray tube have been used to relay game information. === Console games === A console game is a form of interactive multimedia used for entertainment. The game consists of manipulable images (and usually sounds) generated by a video game console, and displayed on a television or similar audio-video system. The game itself is usually controlled and manipulated using a handheld device connected to the console called a controller. The controller generally contains a number of buttons and directional controls (such as analog joysticks) each of which has been assigned a purpose for interacting with and controlling the images on the screen. The display, speakers, console, and controls of a console can also be incorporated into one small object known as a handheld game console. Console games are most frequently differentiated between by their compatibility with consoles belonging in the following categories: Traditional console, also called "home console" - A multi-game system that uses the screen of a television to produce graphics. Handheld game console - A multi-game system the screen and controls of which are compacted into a singl
Limnu
Limnu was an online whiteboarding app founded in 2015 by David DeBry and David Hart. It allowed users to draw on virtual whiteboards and invite others by e-mail or by sharing a link. Invitees see any changes to the board in real time and, if allowed by the owner of the board, can also draw on the board. The service was accessible through a web application in desktop and mobile web browsers, as well as through an iOS application. It was headquartered in San Mateo, California. == History == In 2018, ZipSocket, a maker of online meeting software acquired Limnu. == Staff Directory == Andrew Kunz - CEO & Founder of ZipSocket Jenny Rice - Product Manager Max Requenes - Software Engineer Henry Maguire - Machine Learning Engineer
Variable-message sign
A variable- (also changeable-, electronic-, or dynamic-) message sign or message board, often abbreviated VMS, VMB, CMS, or DMS, and in the UK known as a matrix sign, is an electronic traffic sign often used on roadways to give travelers information about special events. Such signs warn of traffic congestion, accidents, incidents such as terrorist attacks, Amber/Silver/Blue Alerts, roadwork zones, or speed limits on a specific highway segment. In urban areas, VMS are used within parking guidance and information systems to guide drivers to available car parking spaces. They may also ask vehicles to take alternative routes, limit travel speed, warn of duration and location of the incidents, inform of the traffic conditions, or display general public safety messages. == History == VMS systems were deployed at least as early as the 1950s on the New Jersey Turnpike. The road's signs of that period, and up to around 2012, were capable of displaying a few messages in neon, all oriented around warning drivers to slow down: "REDUCE SPEED", followed by a warning of either construction, accident, congestion, ice, snow, or fog at a certain distance ahead. The New Jersey Turnpike Authority replaced those signs (along with 1990s-vintage dot-matrix VMS systems along the Garden State Parkway) with more flexible electronic signs between 2010 and 2016. The current VMS systems are largely deployed on freeways, trunk highways, or in work zones. On the interchange of I-5 and SR 120 in San Joaquin County, California, an automated visibility and speed warning system was installed in 1996 to warn traffic of reduced visibility due to fog (where tule fog is a common problem in the winter), and of slow or stopped traffic. Message Signs were deployed in Ontario during the 1990s and are now being upgraded on 400-series highways as well as two pilot secondary highways in northeastern Ontario. == Technologies and types == Early variable message signs included static signs with words that would illuminate (often using neon tubing) indicating the type of incident that occurred, or signs that used rotating prisms (trilons) to change the message being displayed. These were later replaced by dot matrix displays typically using eggcrate, fiber optic, or flip-disc technology, which were capable of displaying a much wider range of messages than earlier static variable message signs. Since the late 1990s, the most common technology used in new installations for variable message signs are LED displays. In recent years, some newer LED variable message signs have the ability to display colored text and graphics. Dot-matrix variable message signs are divided into three subgroups: character matrix, row matrix, and full matrix. In a character matrix VMS, each character is given its own matrix with equal horizontal spacing between them, typically with two or three rows of characters. In a full matrix VMS, the entire sign is a single large dot matrix display, allowing the display of different fonts and graphics. A row matrix VMS is a hybrid of the two types, divided into two or three rows like a character matrix display, except each row is a single long dot matrix display instead of being split per character horizontally. Overhead variable message signs are today available in three form factors: front access, rear access, and walk-in. In a front access variable message sign, maintenance is performed by lifting the sign open from the front. Most smaller VMS are of the front access form factor, and are typically installed today on major arterials. The rear access form factor is similar to the front access form factor, except that maintenance is performed from the rear of the sign, and are commonly used for medium-sized dynamic message signs installed along the roadside of freeways (instead of overhead). The walk-in form factor is a more recent introduction, where maintenance on the sign is performed from the inside of the sign. A key advantage of the walk-in form factor is that lane closures are generally not required to perform maintenance on the sign. Most of the largest VMS units installed today are walk-in units, and are typically installed overhead on freeways. The NJ Turnpike Authority counts five unique types of variable message signs under its jurisdiction, at least one of which has been replaced by newer signs. They are: "REDUCE SPEED" neon signs (1950s-2010, obsolete, have now been replaced). "Changeable message signs" (trilon/ rotating-drum signs that can be used for closing roads or moving traffic to other roadways). Electronic VMS: signs with remotely controlled messages displayed on them; the messages are sent from the State Traffic Management Center, updating the signs automatically. Variable speed limit signs - used for varying the posted speed limits within work zones and in emergencies. Portable VMS: movable "electronic VMS". A portable VMS has much the same characteristics as a fixed electronic VMS, but can be moved from location to location as the need dictates. == Usage == Early models required an operator to be physically present when programming a message, whereas newer models may be reprogrammed remotely via a wired or wireless network or cellphone connection. A complete message on a panel generally includes a problem statement indicating incident, roadwork, stalled vehicle etc.; a location statement indicating where the incident is located; an effect statement indicating lane closure, delay, etc. and an action statement giving suggestion what to do traffic conditions ahead. These signs are also used for Amber alert messages, and in some states, Silver and Blue Alert messages. In some places, VMSes are set up with permanent, semi-static displays indicating predicted travel times to important traffic destinations such as major cities or interchanges along the route of a highway. Typical messages provide the following information: Promotional messages about services provided by a road authority during non-critical hours, such as carpooling efforts, travelers' information stations and 5-1-1 lines Crashes, including vehicle spin-out or rollover Road Works Incidents affecting normal traffic flow in a lane or on shoulders Non-recurring congestion, often a residual effect of cleared crash Closures of an entire road, e.g. over a mountain pass in winter. Exit ramp closures Debris on roadway Vehicle fires Wildfires Short-term maintenance or construction lasting less than three days Pavement failure alerts AMBER, Silver, and Blue Alerts, as well as weather warnings via the warning infrastructure of NOAA Weather Radio's SAME system Travel times Variable speed limits Car park occupancy levels speed sign, for recommending a speed to approach the next traffic light in its green phase. The information comes from a variety of traffic monitoring and surveillance systems. It is expected that by providing real-time information on special events on the oncoming road, VMS can improve motorists' route selection, reduce travel time, mitigate the severity and duration of incidents and improve the performance of the transportation network. === United Kingdom === Do not enter the motorway when the red lamps are flashing in pairs from side to side. On 27 March 1972, the first motorway computer-controlled warning lights in the UK, with 59 miles on the M6 from Broughton, Lancashire to Barthomley, on the Cheshire boundary, and 26 miles on the M62 east of Whitefield, was switched on by Michael Heseltine and Charles Legh Shuldham Cornwall-Legh, 5th Baron Grey of Codnor at the headquarters of Cheshire Constabulary on Nuns Road. It was centred at a police computer centre at Westhoughton, that connected to police stations in Preston and Chester. The Chester site was soon be connected to the M53 and M57. Four other regional computer centres would be opened at Perry Barr near the M6, Scratchwood near the M1, at Hook near the M3, and at Almondsbury near the M4. Most British motorways would be covered by 1975. The system was designed by GEC and had taken five years to design. == Safety messages for drivers == Increasingly, signs have been used to remind drivers to buckle seat belts ("Click It or Ticket"), obey the speed limit, and stay off the road if impaired ("Drive sober or get pulled over"). In a federal study, a slight majority of drivers reported that public safety messages on dynamic message signs impacted their driving behaviors. The Ohio Department of Transportation began using humorous dynamic message signs in 2015, perplexing some drivers. Examples of humorous signs seen in New Jersey, Arizona, Texas, Pennsylvania, Delaware, Iowa, New York, Minnesota and Ohio include: "Hold on to your butts. Help prevent forest fires." "We'll be blunt. Don't drive high." "Visiting in-laws? Slow down, get there late." "Only sparklers should be lit." and “Don’t drive Star Spangled hammered." (for Fourth of July) "Hocus pocus – drive with focus." and "Slow down in work zones - my mummy works here." (f