FrameNet is a group of online lexical databases based upon the theory of meaning known as Frame semantics, developed by linguist Charles J. Fillmore. The project's fundamental notion is simple: most words' meanings may be best understood in terms of a semantic frame, which is a description of a certain kind of event, connection, or item and its actors. As an illustration, the act of cooking usually requires the following: a cook, the food being cooked, a container to hold the food while it is being cooked, and a heating instrument. Within FrameNet, this act is represented by a frame named Apply_heat, and its components (Cook, Food, Container, and Heating_instrument), are referred to as frame elements (FEs). The Apply_heat frame also lists a number of words that represent it, known as lexical units (LUs), like fry, bake, boil, and broil. Other frames are simpler. For example, Placing only has an agent or cause, a theme—something that is placed—and the location where it is placed. Some frames are more complex, like Revenge, which contains more FEs (offender, injury, injured party, avenger, and punishment). As in the examples of Apply_heat and Revenge below, FrameNet's role is to define the frames and annotate sentences to demonstrate how the FEs fit syntactically around the word that elicits the frame. == Concepts == === Frames === A frame is a schematic representation of a situation involving various participants, props, and other conceptual roles. Examples of frame names are Being_born and Locative_relation. A frame in FrameNet contains a textual description of what it represents (a frame definition), associated frame elements, lexical units, example sentences, and frame-to-frame relations. === Frame elements === Frame elements (FE) provide additional information to the semantic structure of a sentence. Each frame has a number of core and non-core FEs which can be thought of as semantic roles. Core FEs are essential to the meaning of the frame while non-core FEs are generally descriptive (such as time, place, manner, etc.) For example: The only core FE of the Being_born frame is called Child; non-core FEs Time, Place, Means, etc. Core FEs of the Commerce_goods-transfer frame include the Seller, Buyer, and Goods, while non-core FEs include a Place, Purpose, etc. FrameNet includes shallow data on syntactic roles that frame elements play in the example sentences. For example, for a sentence like "She was born about AD 460", FrameNet would mark She as a noun phrase referring to the Child frame element, and "about AD 460" as a noun phrase corresponding to the Time frame element. Details of how frame elements can be realized in a sentence are important because this reveals important information about the subcategorization frames as well as possible diathesis alternations (e.g. "John broke the window" vs. "The window broke") of a verb. === Lexical units === Lexical units (LUs) are lemmas, with their part of speech, that evoke a specific frame. In other words, when an LU is identified in a sentence, that specific LU can be associated with its specific frame(s). For each frame, there may be many LUs associated to that frame, and also there may be many frames that share a specific LU; this is typically the case with LUs that have multiple word senses. Alongside the frame, each lexical unit is associated with specific frame elements by means of the annotated example sentences. For example, lexical units that evoke the Complaining frame (or more specific perspectivized versions of it, to be precise), include the verbs complain, grouse, lament, and others. === Example sentences === Frames are associated with example sentences and frame elements are marked within the sentences. Thus, the sentence She was born about AD 460 is associated with the frame Being_born, while She is marked as the frame element Child and "about AD 460" is marked as Time. From the start, the FrameNet project has been committed to looking at evidence from actual language use as found in text collections like the British National Corpus. Based on such example sentences, automatic semantic role labeling tools are able to determine frames and mark frame elements in new sentences. === Valences === FrameNet also exposes statistics on the valence of each frame; that is, the number and position of the frame elements within example sentences. The sentence She was born about AD 460 falls in the valence pattern NP Ext, INI --, NP Dep which occurs twice in the FrameNet's annotation report for the born.v lexical unit, namely: She was born about AD 460, daughter and granddaughter of Roman and Byzantine emperors, whose family had been prominent in Roman politics for over 700 years. He was soon posted to north Africa, and never met their only child, a daughter born 8 June 1941. === Frame relations === FrameNet additionally captures relationships between different frames using relations. These include the following: Inheritance: When one frame is a more specific version of another, more abstract, parent frame. Anything that is true about the parent frame must also be true about the child frame, and a mapping is specified between the frame elements of the parent and the frame elements of the child. Perspectivization: A neutral frame is connected to a frame with a specific perspective of the same scenario. For example, Commerce_transfer-goods is considered from the perspective of the buyer in Commerce_buy and from that of the seller in Commerce_sell. Subframe: Some frames refer to complex scenarios that consist of several individual states or events that can be described by separate frames. For example, Criminal_process is composed of Arrest, Trial, and so on. Precedence: This relation captures the temporal order that holds between subframes of a complex frame. For example, within the Cycle_of_life_and_death frame, the subframe Death is preceded by the subframe Being_born. Causative and Inchoative: These two relations mark, for causative- and inchoative-aspect frames, the separate stative frame they refer to. For example, the stative Position_on_a_scale (e.g. "She had a high salary") is described by the causative Cause_change_of_scalar_position (e.g. "She raised his salary") and by the inchoative Change_position_on_a_scale frame (e.g. "Her salary increased"). Using: This relation marks a frame that in some way involves another frame. For example, Judgment_communication uses both Judgment and Statement, but does not inherit from either of them because there is no clear correspondence of frame elements. See also: Connects frames that bear some resemblance but need to be distinguished carefully. == Applications == FrameNet has proven to be useful in a number of computational applications, because computers need additional knowledge in order to recognize that "John sold a car to Mary" and "Mary bought a car from John" describe essentially the same situation, despite using two quite different verbs, different prepositions and a different word order. FrameNet has been used in applications like question answering, paraphrasing, recognizing textual entailment, and information extraction, either directly or by means of Semantic Role Labeling tools. The first automatic system for Semantic Role Labeling (SRL, sometimes also referred to as "shallow semantic parsing") was developed by Daniel Gildea and Daniel Jurafsky based on FrameNet in 2002. Semantic Role Labeling has since become one of the standard tasks in natural language processing, with the latest version (1.7) of FrameNet now fully supported in the Natural Language Toolkit. Since frames are essentially semantic descriptions, they are similar across languages, and several projects have arisen over the years that have relied on the original FrameNet as the basis for additional non-English FrameNets, for Spanish, Japanese, German, and Polish, among others.
GeneRIF
A GeneRIF or Gene Reference Into Function is a short (255 characters or fewer) statement about the function of a gene. GeneRIFs provide a simple mechanism for allowing scientists to add to the functional annotation of genes described in the Entrez Gene database. In practice, function is constructed quite broadly. For example, there are GeneRIFs that discuss the role of a gene in a disease, GeneRIFs that point the viewer towards a review article about the gene, and GeneRIFs that discuss the structure of a gene. However, the stated intent is for GeneRIFs to be about gene function. Currently over half a million geneRIFs have been created for genes from almost 1000 different species. GeneRIFs are always associated with specific entries in the Entrez Gene database. Each GeneRIF has a pointer to the PubMed ID (a type of document identifier) of a scientific publication that provides evidence for the statement made by the GeneRIF. GeneRIFs are often extracted directly from the document that is identified by the PubMed ID, very frequently from its title or from its final sentence. GeneRIFs are usually produced by NCBI indexers, but anyone may submit a GeneRIF. To be processed, a valid Gene ID must exist for the specific gene, or the Gene staff must have assigned an overall Gene ID to the species. The latter case is implemented via records in Gene with the symbol NEWENTRY. Once the Gene ID is identified, only three types of information are required to complete a submission: a concise phrase describing a function or functions (less than 255 characters in length, preferably more than a restatement of the title of the paper); a published paper describing that function, implemented by supplying the PubMed ID of a citation in PubMed; a valid e-mail address (which will remain confidential). == Example == Here are some GeneRIFs taken from Entrez Gene for GeneID 7157, the human gene TP53. The PubMed document identifiers have been omitted from the examples. Note the wide variability with respect to the presence or absence of punctuation and of sentence-initial capital letters. p53 and c-erbB-2 may have independent role in carcinogenesis of gall bladder cancer Degradation of endogenous HIPK2 depends on the presence of a functional p53 protein. p53 codon 72 alleles influence the response to anticancer drugs in cells from aged people by regulating the cell cycle inhibitor p21WAF1 Logistic regression analysis showed p53 and COX-2 as dependent predictors in pancreatic carcinogenesis, and a reciprocal relationship to neoplastic progression between p53 and COX-2. GeneRIFs are an unusual type of textual genre, and they have recently been the subject of a number of articles from the natural language processing community.
Enterprise bookmarking
Enterprise bookmarking is a method for Web 2.0 users to tag, organize, store, and search bookmarks of both web pages on the Internet and data resources stored in a distributed database or fileserver. This is done collectively and collaboratively in a process by which users add tag (metadata) and knowledge tags. In early versions of the software, these tags are applied as non-hierarchical keywords, or terms assigned by a user to a web page, and are collected in tag clouds. Examples of this software are Connectbeam and Dogear. New versions of the software such as Jumper 2.0 and Knowledge Plaza expand tag metadata in the form of knowledge tags that provide additional information about the data and are applied to structured and semi-structured data and are collected in tag profiles. == History == Enterprise bookmarking is derived from Social bookmarking that got its modern start with the launch of the website del.icio.us in 2003. The first major announcement of an enterprise bookmarking platform was the IBM Dogear project, developed in Summer 2006. Version 1.0 of the Dogear software was announced at Lotusphere 2007, and shipped later that year on June 27 as part of IBM Lotus Connections. The second significant commercial release was Cogenz in September 2007. Since these early releases, Enterprise bookmarking platforms have diverged considerably. The most significant new release was the Jumper 2.0 platform, with expanded and customizable knowledge tagging fields. == Differences == === Versus social bookmarking === In a social bookmarking system, individuals create personal collections of bookmarks and share their bookmarks with others. These centrally stored collections of Internet resources can be accessed by other users to find useful resources. Often these lists are publicly accessible, so that other people with similar interests can view the links by category or by the tags themselves. Most social bookmarking sites allow users to search for bookmarks which are associated with given "tags", and rank the resources by the number of users which have bookmarked them. Enterprise bookmarking is a method of tagging and linking any information using an expanded set of tags to capture knowledge about data. It collects and indexes these tags in a web-infrastructure knowledge base server residing behind the firewall. Users can share knowledge tags with specified people or groups, shared only inside specific networks, typically within an organization. Enterprise bookmarking is a knowledge management discipline that embraces Enterprise 2.0 methodologies to capture specific knowledge and information that organizations consider proprietary and are not shared on the public Internet. === Tag management === Enterprise bookmarking tools also differ from social bookmarking tools in the way that they often face an existing taxonomy. Some of these tools have evolved to provide Tag management which is the combination of uphill abilities (e.g. faceted classification, predefined tags, etc.) and downhill gardening abilities (e.g. tag renaming, moving, merging) to better manage the bottom-up folksonomy generated from user tagging.
Cringe culture
Cringe culture () is an Internet phenomenon and neologism characterized by the mockery and ridicule of content, behaviors, or expressions deemed embarrassing or awkward. The term cringe evolved semantically from describing personal secondhand embarrassment to becoming a dismissive label applied to various forms of online expression and fan behavior. The phenomenon emerged in the early 2000s as a response to awkward online content but gradually transformed into a cultural force that impacted fan communities, creative expression, and social media behavior. Cringe culture gained particular prominence through online platforms like Reddit and 4chan, and has been observed to cause the decline of various fandoms when they become labeled as cringe. Cringe culture has extended beyond Internet communities into academic and professional settings. Educators have noticed increased self-consciousness among students about displaying effort in their work (known as tryharding). By the early 2020s, a cultural pushback against cringe culture began to emerge, with public figures and celebrities advocating for authentic self-expression and rejecting the fear of being perceived as "trying too hard". == Origin == The term cringe underwent semantic change from its original usage describing an involuntary physical response, then to embarrassment. The term gained popularity in online forums during the early 2000s, when public self-humiliation online was a relatively novel phenomenon. Early cringe culture drew much of its content from YouTube. According to Kaitlyn Tiffany of The Atlantic, the majority of cringe stemmed from people who did not seem to understand that anyone in the world could see their videos. The phenomenon initially focused on empathy and secondhand embarrassment, with viewers relating to the awkward situations they witnessed. Popular early examples of cringe include the 2002 viral video Star Wars Kid and "My Video for Briona for Our 7 Month", in which a man winks, licks his lips, and makes romantic declarations to his partner. Early cringe culture encompassed multiple styles, including self-deprecating, playful, and hostile forms. On /b/ (4chan's "random" board), early cringe discussions targeted groups like Tumblr users, social justice warriors, fangirls, and furries, while also being used to describe "normies" who lacked sufficient knowledge of Internet culture to understand its ironic humor. In July 2012, Reddit user Michael Dombkowski took over the dormant r/cringe subreddit after watching a KENS5 segment about teen werewolves. Dombkowski created RSS feeds to alert him whenever someone mentioned cringe anywhere on Reddit, then encouraged users to visit his subreddit. The subreddit collected 10,000 monthly pageviews in its first month, which grew to 941,000 by September 2012 and 5 million the following month. According to The Daily Dot, Dombkowski had intended the subreddit to elicit empathy from viewers rather than to mock its subjects. On November 9, 2012, Dombkowski banned all images from r/cringe and created r/cringepics as a spinoff subreddit for image-based content. The community initially opposed this decision, as users worried that it would fragment the community. In a few months, r/cringepics overtook r/cringe in traffic and subscribers. By 2014, the combined subreddits amassed over 500,000 subscribers and more than 30 million monthly pageviews. In a March 2013 company AMA ("Ask Me Anything"), Reddit's general manager Erik Martin stated that he hates "r/cringepics and anything cringe related and the whole idea." == Impact == Cringe culture has impacted various fandoms. Screen Rant dubbed the phenomenon in which a fandom abruptly dissipates when suddenly deemed cringe (due to the actions of individuals within the fandom or the fandom being re-evaluated as a whole) as the "My Hero Academia Effect". My Hero Academia initially enjoyed popularity in 2020 during the COVID-19 pandemic, but the resurfacing of embarrassing TikTok videos of convention-goers in 2020 caused the My Hero Academia fandom to be deemed cringy, and thus was abandoned by many anime fans. Similarly, the fandom of the Homestuck webcomic, which ran from 2009 to 2016, faced scrutiny when cosplayers filled bathtubs with Sharpies to achieve gray skin coloring (emulating the design of the Homestuck characters), which led to property damage at hotels and convention bans. Many fans subsequently abandoned the fandom, and as a result, according to Screen Rant, the Homestuck fandom was almost non-existent by 2024. It is worth noting that as of September 27, 2025 animation studio SpindleHorse, also responsible for the popular animated show Hazbin Hotel (another common recipient of Cringe Culture discussion) has released a Homestuck animated pilot episode on YouTube. Other fandoms that were deemed cringy include the Stranger Things and Hazbin Hotel fandoms. Isobel Heal of Varsity described being "far too insecure as a teen to even consider listening to songs inspired by My Little Pony or Five Nights at Freddy's regardless of how catchy they were," but found that attending a Living Tombstone concert allowed her to overcome these inhibitions. She wrote that everyone in the crowd was "completely unafraid to engage in the silliness of the entire night," which allowed her to "let my guard down and enjoy the evening without fear of feeling 'cringe.'" Heal described her experience of singing along to tracks like "Discord", a My Little Pony–themed song, provided what she described as healing "the wounds of the younger me" and represented a form of reclaiming interests that had been suppressed due to social pressure and bullying. == Reactions == New York University professor Ocean Vuong observed that students increasingly hesitate to reveal effort behind their creative work. Vuong stated that students often say "I want to be a good writer, but it's a bit cringe" and perform cynicism because it can be misread as intelligence. In May 2022, Taylor Swift addressed cringe culture in her commencement speech at New York University: she advised graduates to "learn to live alongside cringe" and that "cringe is unavoidable over a lifetime." Other celebrities have made public speeches fighting against the perceived notion that "tryharding" is cringe. In his 31st Screen Actors Guild Awards acceptance speech, Timothée Chalamet emphasized his pursuit of greatness and the effort he invested in his roles, which diverged from typical humble acceptance speeches. In her 67th Annual Grammy Awards acceptance speech, rapper Doechii also stressed her dedication and hard work. According to The Daily Dot, X users called Chalamet and Doechii's speeches "refreshing" and decried those who embrace cringe culture as "miserable losers". In 2023, Critical Role dungeon master Matthew Mercer spoke against cringe culture at New York Comic Con: "We live in an odd time of 'cringe culture' where anything that's honest can be called cringe. And I don't agree with that." Mercer argued that much of what is dismissed as cringe consists of "people being their authentic self." In October 2025, actress and singer Ariana Grande discussed her experience with cringe culture in an interview on the podcast Shut Up Evan. She described the phenomenon as "unfair", stating that people should be allowed to express passion and happiness without judgement. She further explained that in the wake of her leading role in the 2024 film Wicked there were those who perceived the behavior of her and costar Cynthia Erivo during the film's press tour as "inauthentic" and therefore cringe. == Analysis == In 2021, Steven Dashiell wrote in the journal Studies in Popular Culture that cringe culture functions as a mechanism for social boundaries within the My Little Pony: Friendship Is Magic fandom, and that cringe culture operates not only between different communities but also within fandoms themselves. In his analysis, Dashiell examined a Reddit thread where a brony (an adult fan of My Little Pony: Friendship Is Magic) expressed embarrassment about other bronies. The thread received over 400 comments in which participants engaged in what Dashiell termed other-izing: distancing themselves from behaviors they deemed cringeworthy. Rather than defending the criticized bronies, commenters consistently used the term cringe to describe their reactions to certain fan behaviors while distinguishing themselves from the so-called "deviant brony" to normalize their own participation in the fandom. A February 2024 Hinge report revealed that more than half of Generation Z worries about cringe while dating and are 50 percent more likely than millennials to delay responding to avoid seeming overeager.
Mortimer Rogoff
Mortimer Alan Rogoff (May 2, 1921 – August 1, 2008) was an American inventor, businessman, and author as well as an amateur photographer and radio operator. He is recognized for his work in spread spectrum technology which is the technology that modern cell phones and GPS systems are based on. He is also considered the grandfather of the electronic navigation chart. == Early life == Rogoff was born in Brooklyn, New York. He earned his B.S.E.E. from Rensselaer Polytechnic Institute in 1943 and his M.S.E.E. from Columbia University in 1948. While at Rensselaer he was a member of Kappa Nu fraternity and the Features Editor for the student newspaper. During World War II, he enlisted in the United States Navy and worked on developing radio communication and aerial navigation systems. One of the techniques he developed was undetectable by Axis forces because its power was below that of the background noise and its frequency varied in random ways. This secure transmission was the beginning of spread spectrum technology which would become the basis for GPS and CDMA cellular telephone systems. Although he was never able to patent the technology because it was a military secret he did get some recognition for it almost forty years later when he received the Institute of Electrical and Electronics Engineers’ Pioneer Award in 1981. == Career == Rogoff worked for twenty-two years (1946 to 1968) for ITT Laboratories in New Jersey. In 1958, he became their deputy director of Engineering. He was Vice President of ITT Laboratories from 1962 to 1963. From 1963 to 1968, he was promoted to the corporate staff where he became head of European operations. In 1968 he left ITT to work for the Diebold Group where he became an Executive Vice President. After leaving the Diebold Group he founded several technology and automation businesses, including his own consulting firm, and Teletext Communications Corporation. Later in the 1970s, he was a Principal with Booz Allen Hamilton. In 1979, his book ‘’Calculator Navigation’’ was published. This book demonstrated practical methods for calculating precise ship locations using radio navigation with a consumer calculator. In 1981, he founded a new company, Navigation Sciences Inc., in Bethesda, Maryland. With this company he patented a method for marine navigation that combined radar maps with electronic charts in 1986. This was a major advancement in field. Today, this system is known as the Electronic Chart Display and Information System (ECDIS). Rogoff had seen the need for a new charting system in 1968 from his apartment at 180 East End Avenue in New York City. From there, he saw a boating accident where a life was lost and decided there had to be a way to automate navigation. Rogoff then became of member of the International Maritime Organization’s (IMO) sub-committee on Safety of Navigation, a representative to the International Electrotechnical Commission, and became the chairman of the Radio Technical Commission for Maritime Services Special Committee 109 on Electronic Charts. He was able to use his influence on these boards to push through a proposal of ECDIS standards in 1989 where none has been before. As his friend Giuseppe Carnevali said, “Although nobody could argue against the need for a standard, no one was ready to endorse one; however, nobody was brave enough to oppose it.” A Test Bed project on these proposals was conducted by the United States Coast Guard. The amended standards were accepted by the IMO in November, 1995. In 2000, he was named as a Fellow of the Institute of Navigation. He was also a Fellow of the Institute of Electrical and Electronics Engineers. During this time, he was also president of the Navigational Electronic Charts System Association. == Personal == In 1979, he moved to Washington, D.C. and bought a home in Nantucket, Massachusetts. He married Sheila Zunser in 1943 and they were together for sixty-five years. They had three daughters: Louisa Thompson, Alice Rogoff, and Julia Peach. His sister was sociologist Natalie Rogoff Ramsøy of the University of Oslo. He was a member of the Cosmos Club and President of The Navigational Electronic Chart System Association (NECSA). He was a very good amateur photographer and liked amateur radio (call sign W2EE). He died in Nantucket from bladder cancer. == Patents == Patent number: 4176316 – Secure Communication System – November 27, 1979 With Louis A. DeRosa Patent number: 4590569 – Electronic Navigation System – May 20, 1986 With Peter M. Winkler and John N. Ackley Patent number: RE34004 – Secure Communication System – July 21, 1992 With Louis A. DeRosa == Publications == Rogoff, Mortimer September 1957. Automatic Analysis of Infrared Spectra. Annals of the New York Academy of Sciences; vol. 69: no. 1: 27–37. Gen. P.C. Sandretto and Mortimer Rogoff. 1958 “A Novel Concept for Application to the Control of Airways Traffic.” NAVIGATION: Journal of The Institute of Navigation; vol. 6: no. 2: 102–107 Rogoff, Mortimer 1979. Calculator Navigation; ISBN 0-393-03192-6. Published by W.W. Norton & Company (New York and London). Rogoff, Mortimer December 1985. Electronic Charting. Yachting; vol. 158: no. 6: 54–57. Rogoff, Mortimer Winter 1990. Electronic Charts in the Nineties. NAVIGATION: Journal of The Institute of Navigation; vol. 37: no. 4: 305–318.
Galaksija BASIC
Galaksija BASIC was the BASIC interpreter of the Galaksija build-it-yourself home computer from Yugoslavia. While being partially based on code taken from TRS-80 Level 1 BASIC, which the creator believed to have been a Microsoft BASIC, the extensive modifications of Galaksija BASIC—such as to include rudimentary array support, video generation code (as the CPU itself did it in absence of dedicated video circuitry) and generally improvements to the programming language—is said to have left not much more than flow-control and floating point code remaining from the original. The core implementation of the interpreter was fully contained in the 4 KiB ROM "A" or "1". The computer's original mainboard had a reserved slot for an extension ROM "B" or "2" that added more commands and features such as a built-in Zilog Z80 assembler. == ROM "A"/"1" symbols and keywords == The core implementation, in ROM "A" or "1", contained 3 special symbols and 32 keywords: ! begins a comment (equivalent of standard BASIC REM command) # Equivalent of standard BASIC DATA statement & prefix for hex numbers ARR$(n) Allocates an array of strings, like DIM, but can allocate only array with name A$ BYTE serves as PEEK when used as a function (e.g. PRINT BYTE(11123)) and POKE when used as a command (e.g. BYTE 11123,123). CALL n Calls BASIC subroutine as GOSUB in most other BASICs (e.g. CALL 100+4X) CHR$(n) converts an ASCII numeric code into a corresponding character (string) DOT x, y draws (command) or inspects (function) a pixel at given coordinates (0<=x<=63, 0<=y<=47). DOT displays the clock or time controlled by content of Y$ variable. Not in standard ROM EDIT n causes specified program line to be edited ELSE standard part of IF-ELSE construct (Galaksija did not use THEN) EQ compare alphanumeric values X$ and Y$ FOR standard FOR loop GOTO standard GOTO command HOME equivalent of standard BASIC CLS command - clears the screen HOME n protects n characters from the top of the screen from being scrolled away IF standard part of IF-ELSE construct (Galaksija did not use THEN) INPUT user entry of variable INT(n) a function that returns the greatest integer value equal to or lesser than n KEY(n) test whether a particular keyboard key is pressed LIST lists the program. Optional numeric argument specifies the first line number to begin listing with. MEM returns memory consumption data (need details here) NEW clears the current BASIC program NEW n clears BASIC program and moves beginning of BASIC area NEXT standard terminator of FOR loop OLD loads a program from tape OLD n loads program to different address PTR Returns address of the variable PRINT Printing numeric or string expression. RETURN Return from BASIC subroutine RND function (takes no arguments) that returns a random number between 0 and 1. RUN runs (executes) BASIC program. Optional numeric argument specifies the line number to begin execution with. SAVE saves a program to tape. Optional two arguments specify memory range to be saved (need details here). STEP standard part of FOR loop STOP stops execution of BASIC program TAKE replacement for READ and RESTORE. If the parameter is variable name, acts as READ, if it is number, acts as RESTORE UNDOT x, y "undraws" (resets) at specified coordinates (see DOT) UNDOT Stops the clock, not part of ROM USR Calls machine code subroutine WORD Double byte PEEK and POKE == ROM "B"/"2" additional symbols and keywords == The extended BASIC features, in ROM "B" or "2", contained one extra reserved symbol and 22 extra keywords: % /LABEL ABS(x) ARCTG(x) COS(x) COSD(x) DEL DUMP EXP(x) INP(x) LDUMP LLIST LN(x) LPRINT OUT PI POW(x,y) REN SIN(x), SIND(x) SQR(x) TG(x) TGD(x)
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.