Yaron Singer is a computer scientist and entrepreneur whose work has focused on algorithms, machine learning, optimization, and artificial intelligence security. He was the Gordon McKay Professor of Computer Science and Applied Mathematics at Harvard University and co-founded Robust Intelligence, an artificial intelligence security company acquired by Cisco Systems in 2024. == Education == Singer received a PhD in computer science from the University of California, Berkeley under the supervision of Christos Papadimitriou. == Academic career == Singer was a postdoctoral research scientist at Google Research. Singer joined the computer science faculty at Harvard John A. Paulson School of Engineering and Applied Sciences in 2013 and became a full professor in 2019. == Research == Singer's research has focused on algorithms and machine learning, including optimization, algorithmic mechanism design, and adversarial machine learning. His doctoral work studied computational limits in algorithmic mechanism design, including truthful mechanisms and budget-feasible mechanisms. In optimization, Singer co-authored work on submodular optimization and parallel algorithms for large-scale data processing. Singer has also worked on adversarial machine learning, including attacks that use small perturbations or noise to affect the behavior of machine learning systems. == Entrepreneurship == In 2020, Singer co-founded Robust Intelligence Kojin Oshiba. Harvard SEAS reported that the company raised $14 million that year, and TechCrunch reported in 2021 that the company raised a $30 million Series B round led by Tiger Global. The company developed tools for testing AI models and detecting failures before or during deployment. TechCrunch described its RIME product as using an "AI firewall" to stress-test models. In 2024, Cisco Systems acquired Robust Intelligence. CTech reported that Cisco had not disclosed the purchase amount when the acquisition was announced, and later reported the deal value as $400 million. In 2025, Cisco launched Foundation AI, a Cisco team focused on AI for cybersecurity. Techzine reported that Singer led the team and was Cisco's VP of AI and Security. == Recognition == Singer has received a Sloan Research Fellowship, an NSF CAREER Award, a Google Faculty Research Award, and a Facebook Faculty Award. As a graduate student, he received Microsoft Research and Facebook fellowships. In 2012, he received the Best Student Paper Award at the ACM International Conference on Web Search and Data Mining for "How to Win Friends and Influence People, Truthfully: Influence Maximization Mechanisms for Social Networks."
MoFA Mitra
MoFA Mitra is a mobile application launched by the Ministry of Foreign Affairs of Nepal to provide digital consular services, emergency support, rescue coordination, and complaint registration facilities for Nepali citizens living and working abroad. The application allows Nepali migrant workers, students, tourists, and Non-Resident Nepalis (NRNs) to access embassy services, emergency help, and official information directly from their smartphones. == Background == The need for a centralized digital support platform for Nepalis abroad had been discussed for several years due to increasing complaints related to labor exploitation, rescue delays, documentation problems, and lack of communication with Nepali diplomatic missions. Media organizations and migrant rights advocates had continuously highlighted issues faced by Nepali workers abroad, including human trafficking, fraudulent recruitment, delayed repatriation, and difficulties in receiving emergency assistance. In response, the Ministry of Foreign Affairs developed the MoFA Mitra app to digitize complaint handling, improve communication between embassies and citizens, and make emergency response faster and more accessible. == Features == The app includes several services and features for Nepali citizens abroad, including complaint registration, rescue coordination, embassy communication, and digital consular support services. Features of the application include: Online complaint registration Emergency rescue request system Direct contact with Nepali embassies and consulates Digital consular information Passport and document-related assistance Labor and migration support information Emergency hotline access Real-time notifications and alerts Location-based embassy information Tracking and coordination support for stranded citizens According to reports, the application was designed to simplify access to diplomatic services and strengthen emergency response coordination for Nepalis abroad. == Launch == The application was officially launched by Nepal’s Ministry of Foreign Affairs in Kathmandu in May 2026. Government officials stated that the app would strengthen Nepal’s digital governance system and improve support mechanisms for Nepali citizens residing overseas. Officials said the platform would help improve communication between Nepali diplomatic missions and citizens during emergencies and rescue operations. == Reception == The launch of the app received positive coverage from Nepali and international media outlets. Commentators described the initiative as a significant step toward modernization of Nepal’s diplomatic and consular services and digital governance infrastructure. Some observers also emphasized the importance of effective implementation, rapid response mechanisms, and continuous monitoring to ensure practical benefits for migrant workers abroad.
IBM 37xx
IBM 37xx (or 37x5) is a family of IBM Systems Network Architecture (SNA) programmable front-end processors used mainly in mainframe environments. All members of the family ran one of three IBM-supplied programs. Emulation Program (EP) mimicked the operation of the older IBM 270x non-programmable controllers. Network Control Program (NCP) supported Systems Network Architecture devices. Partitioned Emulation Program (PEP) combined the functions of the two. == Models == === 370x series === 3705 — the oldest of the family, introduced in 1972 to replace the non-programmable IBM 270x family. The 3705 could control up to 352 communications lines. 3704 was a smaller version, introduced in 1973. It supported up to 32 lines. === 371x === The 3710 communications controller was introduced in 1984. === 372x series === The 3725 and the 3720 systems were announced in 1983. The 3725 replaced the hardware line scanners used on previous 370x machines with multiple microcoded processors. The 3725 was a large-scale node and front end processor. The 3720 was a smaller version of the 3725, which was sometimes used as a remote concentrator. The 3726 was an expansion unit for the 3725. With the expansion unit, the 3725 could support up to 256 lines at data rates up to 256 kbit/s, and connect to up to eight mainframe channels. Marketing of the 372x machines was discontinued in 1989. IBM discontinued support for the 3705, 3720, 3725 in 1999. === 374x series === The 3745, announced in 1988, provides up to eight T1 circuits. At the time of the announcement, IBM was estimated to have nearly 85% of the over US$825 million market for communications controllers over rivals such as NCR Comten and Amdahl Corporation. The 3745 is no longer marketed, but still supported and used. The 3746 "Nways Controller" model 900, unveiled in 1992, was an expansion unit for the 3745 supporting additional Token Ring and ESCON connections. A stand-alone model 950 appeared in 1995. == Successors == IBM no longer manufactures 37xx processors. The last models, the 3745/46, were withdrawn from marketing in 2002. Replacement software products are Communications Controller for Linux on System z and Enterprise Extender. == Clones == Several companies produced clones of 37xx controllers, including NCR COMTEN and Amdahl Corporation.
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
Viral marketing
Viral marketing is a business strategy that uses existing social networks to promote a product or service on social media platforms. Its name refers to how consumers spread information about a product with other people, much in the same way that a virus spreads from one person to another. It can be delivered by word of mouth, or enhanced by the network effects of the Internet and mobile networks. The concept is often misused or misunderstood, as people apply it to any successful enough story without taking into account the word "viral". Viral advertising is personal and, while coming from an identified sponsor, it does not mean businesses pay for its distribution. Most of the well-known viral ads circulating online are ads paid by a sponsor company, launched either on their own platform (company web page or social media profile) or on social media websites such as YouTube. Consumers receive the page link from a social media network or copy the entire ad from a website and pass it along through e-mail or posting it on a blog, web page or social media profile. Viral marketing may take the form of video clips, advergames, ebooks, brandable software, images, text messages, email messages, or web pages. The most commonly utilized transmission vehicles for viral messages include pass-along based, incentive based, trendy based, and undercover based. However, the creative nature of viral marketing enables an "endless amount of potential forms and vehicles the messages can utilize for transmission", including mobile devices. The ultimate goal of marketers interested in creating successful viral marketing programs is to create viral messages that appeal to individuals with high social networking potential (SNP) and that have a high probability of being presented and spread by these individuals and their competitors in their communications with others in a short period. The term "viral marketing" has also been used pejoratively to refer to stealth marketing campaigns—marketing strategies that advertise a product to people without them knowing they are being marketed to. == History == The emergence of "viral marketing", as an approach to advertisement, has been tied to the popularization of the notion that ideas spread like viruses. The field that developed around this notion, memetics, peaked in popularity in the 1990s. As this then began to influence marketing gurus, it took on a life of its own in that new context. The brief career of Australian pop singer Marcus Montana is largely remembered as an early example of viral marketing. In early 1989, thousands of posters declaring "Marcus is Coming" were placed around Sydney, generating discussion and interest within the media and the community about the meaning of the mysterious advertisements. The campaign successfully made Montana's musical debut a talking point, but his subsequent music career was a failure. The term is found in PC User magazine in 1989 with a somewhat differing meaning. It was later used by Jeffrey Rayport in the 1996 Fast Company article "The Virus of Marketing", and Tim Draper and Steve Jurvetson of the venture capital firm Draper Fisher Jurvetson in 1997 to describe Hotmail's practice of appending advertising to outgoing mail from their users. Doug Rushkoff, a media critic, wrote about viral marketing on the Internet in 1996. Bob Gerstley wrote about algorithms designed to identify people with high "social networking potential." Gerstley employed SNP algorithms in quantitative marketing research. In 2004, the concept of the alpha user was coined to indicate that it had now become possible to identify the focal members of any viral campaign, the "hubs" who were most influential. Alpha users could be targeted for advertising purposes most accurately in mobile phone networks, due to their personal nature. In early 2013, the first ever Viral Summit was held in Las Vegas. == Factors == Marketer Jonah Berger defines six key factors that drive virality, organized in an acronym called STEPPS: Social currency – the better something makes people look, the more likely they will be to share it Triggers – things that are "top of mind" are more likely to be "tip of the tongue" Emotion – when people care, they share Public – the easier something is to see, the more likely people are to imitate it Practical value – people share useful information to help others Stories – like a Trojan Horse, stories carry messages and ideas along for the ride. Another important factor that drives virality is the propagativity of the content, referring to the ease with which consumers can redistribute it. == Psychology == To form deeper connections with viewers and increase the chances of virality, many marketers use psychological principles. They argue that this approach is scientific and can foster an environment where the odds of gaining traction are much higher. People find psychological safety and can develop a sense of trust when more people interact with online content. For this reason, marketers work to develop media that resonates with viewers on a deeper, emotional level as this approach frequently results in higher engagement. This level of interaction serves as a sign of approval, reducing the personal risk that is subconsciously linked to associating oneself with a company or brand’s content. Professor Jonah Berger at the University of Pennsylvania's Wharton School of Business affirms that marketing campaigns that trigger psychological responses linked to strong emotions tend to perform better. In particular, Berger found that positive emotions like happiness, joy, and excitement have more successful share rates than their negative counterparts. This outcome results from the human instinct to respond more positively to content with activating emotions, increasing the desire to share content, which contributes to its virality. Viral marketing utilizes the primitive feeling of frisson to increase their view and share counts. This feeling of excitement is considered powerful because of its ability to cause a physical response. From increased heart rates to full body chills, Professor Brent Coker at the University of Melbourne describes that this approach to marketing triggers a primitive response that immerses the viewer in the content on a deeper level. Researchers Juliana Fernandes from the University of Florida and Sigal Segev from the Florida International University also found that people are more inclined to share emotional campaigns over those that are heavily informational. They claim that consumers do not often care to learn about a product’s actual features and benefits. Instead, people prefer to be immersed in experience-based content that creates an emotional impact. Companies and brands can benefit from treating their content in this manner and go viral more frequently than those who do not. Social proof is another psychological phenomenon that impacts viral content. Experts in this field argue that it is a natural instinct to want to behave similarly to others because it results in positive validation. This phenomenon explains the human need to conform, so marketers focus on creating engaging content that encourages interactions and causes a snowball effect. This subconsciously influences people to like, comment, and share if they already see others doing the same. Social proof goes further by providing people with a form of social currency. When individuals interact with and share content, they become associated with the topics at hand. People naturally tend to perceive one another, and this pattern carries over to the digital world. As a result, many people tend to be vigilant about the viral marketing they engage with, since they want to be perceived positively. Companies and brands have the opportunity to develop social currency themselves by aligning with their target audiences and creating marketing campaigns that fit their interests or match their values. == Methods and metrics == According to marketing professors Andreas Kaplan and Michael Haenlein, to make viral marketing work, three basic criteria must be met, i.e., giving the right message to the right messengers in the right environment: Messenger: Three specific types of messengers are required to ensure the transformation of an ordinary message into a viral one: market mavens, social hubs, and salespeople. Market mavens are individuals who are continuously 'on the pulse' of things (information specialists); they are usually among the first to get exposed to the message and who transmit it to their immediate social network. Social hubs are people with an exceptionally large number of social connections; they often know hundreds of different people and have the ability to serve as connectors or bridges between different subcultures. Salespeople might be needed who receive the message from the market maven, amplify it by making it more relevant and persuasive, and then transmit it to the social hub for further distr
Ugly duckling theorem
The ugly duckling theorem is an argument showing that classification is not really possible without some sort of bias. More particularly, it assumes finitely many properties combinable by logical connectives, and finitely many objects; it asserts that any two different objects share the same number of (extensional) properties. The theorem is named after Hans Christian Andersen's 1843 story "The Ugly Duckling", because it shows that a duckling is just as similar to a swan as two swans are to each other. It was derived by Satosi Watanabe in 1969. == Mathematical formula == Suppose there are n things in the universe, and one wants to put them into classes or categories. One has no preconceived ideas or biases about what sorts of categories are "natural" or "normal" and what are not. So one has to consider all the possible classes that could be, all the possible ways of making a set out of the n objects. There are 2 n {\displaystyle 2^{n}} such ways, the size of the power set of n objects. One can use that to measure the similarity between two objects, and one would see how many sets they have in common. However, one cannot. Any two objects have exactly the same number of classes in common if we can form any possible class, namely 2 n − 1 {\displaystyle 2^{n-1}} (half the total number of classes there are). To see this is so, one may imagine each class is represented by an n-bit string (or binary encoded integer), with a zero for each element not in the class and a one for each element in the class. As one finds, there are 2 n {\displaystyle 2^{n}} such strings. As all possible choices of zeros and ones are there, any two bit-positions will agree exactly half the time. One may pick two elements and reorder the bits so they are the first two, and imagine the numbers sorted lexicographically. The first 2 n / 2 {\displaystyle 2^{n}/2} numbers will have bit #1 set to zero, and the second 2 n / 2 {\displaystyle 2^{n}/2} will have it set to one. Within each of those blocks, the top 2 n / 4 {\displaystyle 2^{n}/4} will have bit #2 set to zero and the other 2 n / 4 {\displaystyle 2^{n}/4} will have it as one, so they agree on two blocks of 2 n / 4 {\displaystyle 2^{n}/4} or on half of all the cases, no matter which two elements one picks. So if we have no preconceived bias about which categories are better, everything is then equally similar (or equally dissimilar). The number of predicates simultaneously satisfied by two non-identical elements is constant over all such pairs. Thus, some kind of inductive bias is needed to make judgements to prefer certain categories over others. === Boolean functions === Let x 1 , x 2 , … , x n {\displaystyle x_{1},x_{2},\dots ,x_{n}} be a set of vectors of k {\displaystyle k} booleans each. The ugly duckling is the vector which is least like the others. Given the booleans, this can be computed using Hamming distance. However, the choice of boolean features to consider could have been somewhat arbitrary. Perhaps there were features derivable from the original features that were important for identifying the ugly duckling. The set of booleans in the vector can be extended with new features computed as boolean functions of the k {\displaystyle k} original features. The only canonical way to do this is to extend it with all possible Boolean functions. The resulting completed vectors have 2 k {\displaystyle 2^{k}} features. The ugly duckling theorem states that there is no ugly duckling because any two completed vectors will either be equal or differ in exactly half of the features. Proof. Let x and y be two vectors. If they are the same, then their completed vectors must also be the same because any Boolean function of x will agree with the same Boolean function of y. If x and y are different, then there exists a coordinate i {\displaystyle i} where the i {\displaystyle i} -th coordinate of x {\displaystyle x} differs from the i {\displaystyle i} -th coordinate of y {\displaystyle y} . Now the completed features contain every Boolean function on k {\displaystyle k} Boolean variables, with each one exactly once. Viewing these Boolean functions as polynomials in k {\displaystyle k} variables over GF(2), segregate the functions into pairs ( f , g ) {\displaystyle (f,g)} where f {\displaystyle f} contains the i {\displaystyle i} -th coordinate as a linear term and g {\displaystyle g} is f {\displaystyle f} without that linear term. Now, for every such pair ( f , g ) {\displaystyle (f,g)} , x {\displaystyle x} and y {\displaystyle y} will agree on exactly one of the two functions. If they agree on one, they must disagree on the other and vice versa. (This proof is believed to be due to Watanabe.) == Discussion == A possible way around the ugly duckling theorem would be to introduce a constraint on how similarity is measured by limiting the properties involved in classification, for instance, between A and B. However Medin et al. (1993) point out that this does not actually resolve the arbitrariness or bias problem since in what respects A is similar to B: "varies with the stimulus context and task, so that there is no unique answer, to the question of how similar is one object to another". For example, "a barberpole and a zebra would be more similar than a horse and a zebra if the feature striped had sufficient weight. Of course, if these feature weights were fixed, then these similarity relations would be constrained". Yet the property "striped" as a weight 'fix' or constraint is arbitrary itself, meaning: "unless one can specify such criteria, then the claim that categorization is based on attribute matching is almost entirely vacuous". Stamos (2003) remarked that some judgments of overall similarity are non-arbitrary in the sense they are useful: "Presumably, people's perceptual and conceptual processes have evolved that information that matters to human needs and goals can be roughly approximated by a similarity heuristic... If you are in the jungle and you see a tiger but you decide not to stereotype (perhaps because you believe that similarity is a false friend), then you will probably be eaten. In other words, in the biological world stereotyping based on veridical judgments of overall similarity statistically results in greater survival and reproductive success." Unless some properties are considered more salient, or 'weighted' more important than others, everything will appear equally similar, hence Watanabe (1986) wrote: "any objects, in so far as they are distinguishable, are equally similar". In a weaker setting that assumes infinitely many properties, Murphy and Medin (1985) give an example of two putative classified things, plums and lawnmowers: "Suppose that one is to list the attributes that plums and lawnmowers have in common in order to judge their similarity. It is easy to see that the list could be infinite: Both weigh less than 10,000 kg (and less than 10,001 kg), both did not exist 10,000,000 years ago (and 10,000,001 years ago), both cannot hear well, both can be dropped, both take up space, and so on. Likewise, the list of differences could be infinite… any two entities can be arbitrarily similar or dissimilar by changing the criterion of what counts as a relevant attribute." According to Woodward, the ugly duckling theorem is related to Schaffer's Conservation Law for Generalization Performance, which states that all algorithms for learning of boolean functions from input/output examples have the same overall generalization performance as random guessing. The latter result is generalized by Woodward to functions on countably infinite domains.
G.9972
G.9972 (also known as G.cx) is a Recommendation developed by ITU-T that specifies a coexistence mechanism for networking transceivers capable of operating over electrical power line wiring. It allows G.hn devices to coexist with other devices implementing G.9972 and operating on the same power line wiring. G.9972 received consent during the meeting of ITU-T Study Group 15, on October 9, 2009, and final approval on June 11, 2010. G.9972 specifies two mechanisms for coexistence between G.hn home networks and broadband over power lines (BPL) Internet access networks: Frequency-division multiplexing (FDM), in which the available spectrum is divided into two parts: frequencies below 10 or 14 MHz (specific value can be selected by the access network) are reserved for the access network, while frequencies above them are reserved for the in-home network. Time-division multiplexing (TDM), in which the available channel time is split equally between both networks. 50% of time slots are allocated for the access network, and 50% are allocated to the in-home network.