Gas (sometimes stylized in all caps), formerly known as Melt as well as Crush, was an American anonymous social media app. Launched in August 2022, the app is oriented towards high schoolers. The app was developed by Nikita Bier, Isaiah Turner, and former Facebook engineer Dave Schatz. Gas was largely based upon the prior tbh app developed by co-founder Nikita Bier, along with Erik Hazzard, Kyle Zaragoza, and Nicolas Ducdodon in September 2017. tbh was acquired by Facebook inc. (now Meta Platforms) on October 16, 2017, and nearly a year later in July 2018 was dissolved, owing to low usage. Gas follows a similar purpose to tbh in being a social media app oriented towards high schoolers. In the app, users participate in anonymous polls regarding pre-written complimentary statements to their peers, such as "I'd say yes if (blank) asked me out on a date," "I think (blank) is the coolest kid in school," or "would make an ugly face and still look pretty." Winners of said polls receive a "flame." The name of the app is derived from this, with "gassing someone up" being Gen Z slang for complimenting someone. Users can pay a $6.99 subscription that enables "God Mode," which shows hints regarding who voted for them in a poll. Gas overtook TikTok and BeReal as the most downloaded app on the Apple App Store in October 2022 (the app is currently not available for Android). The app has over 5.1 million downloads as of early November 2022, over a million active users and 300 thousand daily downloads as of October 2022. Currently, the app is available in Canada and the majority of the United States. On January 17, 2023, Gas was acquired by Discord, however it would remain a standalone app and its developers became Discord staff members. On October 18, 2023, Discord announced that service for Gas would be permanently ending effective November 7, 2023, due to a steep decline in users. Effective November 7, the app became completely unusable. == Controversy regarding human-trafficking == Beginning in October 2022, rumors spread largely throughout TikTok and Snapchat alleged that the app was linked to human trafficking (in particular sex trafficking). According to Bier, the rumor originated with a single user review from China on October 5, and then was disseminated through TikTok accounts with "few to no US teen followers." Although largely dismissed as a hoax by experts, who cite how the app doesn't log user locations and general anonymity, the hoax became pervasive to the extent that various police departments, school systems, and local news outlets began issuing warnings regarding the app. For instance, on October 31, 2022, the police department of Piedmont, Oklahoma issued a warning to parents, encouraging them to check their children's phones, while on November 3, the Oklahoma Oktaha Public School system stated in a Facebook post that "Children are being kidnapped in other towns and this new app is thought to be the source of predators finding their location." (both statements have since been retracted by Police Chief Scott Singer and Superintendent Jerry Needham respectively). Additionally, local medial outlets such as KOCO in Oklahoma City ran stories making similar statements. The rumor had a negative impact on the app, with downloads plateauing for a two-week period in late October and with 3% of users in a single day reportedly uninstalling the app. Revenue and ratings have also reportedly dropped and the company's social media accounts have been bombarded with comments labeling them as sex-traffickers. Additionally, the four-person development team has reportedly been bombarded with various death threats as a result.
GEPIR
GEPIR (Global Electronic Party Information Registry) was a distributed database operated and owned by GS1 that contains basic information on over 1,000,000 companies in over 100 countries. The database could be searched by Global Trade Item Number (GTIN) code (including Universal Product Code (UPC) and EAN-13 codes), container Code (Serial Shipping Container Code (SSCC)), location number (Global Location Number (GLN)), and (in some countries) the company name. A SOAP webservice existed for API access. As of end December 2023, GEPIR was replaced by a service called Verified by GS1. While it operated, GEPIR had more than 1 million members in more than 100 countries. In 2013, all GS1 111 member organisations joined GEPIR. == Access == GEPIR was accessible for free in almost all countries but the number of request per day was limited (from 20 to 30). Since October 2013, GS1 France restricts access to GEPIR to companies (registration with SIREN code was required to use it). A premium access service had been created by GS1 France in January 2010 which allows companies to use GS1 web and SOAP interface without any limit. == System architecture == GEPIR was a lookup service coordinated by the GS1 GO that provided all end users with the ability to look up information about GS1 Identification Keys. Depending on the service, systems were provided by GS1 Member Organisations (MOs) or 3rd party service providers, or both. Where a GS1 MO did not choose to provide the service directly to its end users, the GS1 Global Office provided the service for that geography. Some services involved a technical component deployed by the GS1 Global Office that coordinates the systems provided by GS1 MOs and/or 3rd party service providers. The GEPIR service was provided by systems deployed by GS1 MOs, with the GS1 GO providing a central point of coordination to federate the local systems. The GS1 GO also provides the MO-level service for MOs that could not or did not wish to deploy their own system.
Computer aided transceiver
Computer aided transceiver (CAT) is a non-generic serial protocol used by radio amateurs for (remotely) controlling a transceiver radio receiver equipment using a computer. Conventional transmitters are manually controlled and used to transmit voice using buttons, dials, etc. However, advances in electronics have come to market devices that can be controlled by a computer and allow digital modes such as packet radio and also the use of satellite tracking, because it can continuously change the device's frequency according to the Doppler effect. This is done by connecting a Radio receiver and a PC using a CAT interface and a CAT Program Additionally, CAT interfaces can also be used to position tracking antennas, in controllers. As a satellite moves overhead. A CAT interface is a piece of hardware that connects the PC and radio that provides a connection to allows the radio and the PC to communicate with each other. The CAT interface provides the signals to and fro via correct voltage levels and in the case of a Universal Serial Bus (USB) CAT interface it requires a "protocol" for communication but communication itself is down to the radio and the software on the PC. Software that may be called a CAT program allows a radio to be controlled through the PC. Changes made on the radio through user interactions on the CAT Program are (generally) shown on the PC's screen. The functionality of CAT equipment (software & interface) depends on the radio and what features the software writers included in the CAT software. Modern radio systems do have more CAT functionality If you run a logging program that supports CAT, then that software may take advantage of the CAT system by retrieving information from the radio to help fill in log details, such as the frequency that the contact was made. CAT is also useful on many radios where there are many sub-menus in the radios menu system, and many of the sub-menu items can be easily changed via the PC. On many HF radios, the CAT system is also used to program the memories on the radio, but you would need to use appropriate programming software. A CAT interface does not receive or transmit any DATA mode, that is the purpose of a DATA interface. Although, both may be used at the same time with the correct CAT Equipment. DATA modes, and getting audio to and from the PC is the function of a DATA interface. A completely different thing but it is easier and more useful when CAT and DATA are used at the same time. Wouldn't it be nice to have an interface that could operate Frequency-shift keying (FSK), Audio FSK (AFSK), (real) Morse Code (CW), with a CAT interface and its own sound card..... (eg. The DigiMaster Pro3).
Höhere Graphische Bundes-Lehr- und Versuchsanstalt
The Höhere Graphische Bundes-Lehr- und Versuchsanstalt (HGBLuVA) ("Higher Federal Institution for Graphic Education and Research"), now commonly known as "die Graphische", founded in 1888 in Vienna, is a vocational college for professions in visual communication and media technology in Austria. == History == === Opening === Originally set up as a photographic research institute by the President of the Photographic Society, the graphic teaching and research institute (GLV) was created through the incorporation of the photographic school (a department for photographic reproduction processes connected to the Salzburg State Building School) and the Hörwarter general drawing school in Vienna. Since its foundation, it has made an important contribution to the establishment and development of the graphic professions. According to a resolution of March 14, 1887, the City Council of Vienna made three floors of the municipal building in Vienna VII, Westbahnstraße 25, available to the former Schottenfelder Realschule for the establishment of a teaching and research institute for photography and reproduction processes. The k. k. Lehr- und Versuchsanstalt für Photographie und Reproductionsverfahren, founded and directed (1888–1923) by Josef Maria Eder, previously of the Technologische Gewerbemuseum (Museum of Applied Technology), for which he established a Section for Photography and Reproduction Techniques, and the Vienna State Trade School where, recently qualified as a university lecturer, he began teaching chemistry and physics in 1881. It opened on March 1, 1888 with 108 students. In the next school year the number of students rose to 174. In 1890, Eder placed a Wothly solar camera (an early means of enlarging negatives) on the roof. In the context of the history of vocational schools and the applied arts, pioneering educational reforms in Austria from the 1870s created institutions like it outside the format of the classical university, it being a special variation on the “state trade school” (“Staats-Gewerbeschule”). Eder based his institution on earlier foreign models such as the Conservatoire des arts et métiers in Paris (founded 1794), that housed a museum of history and technology and hosted with evening lectures and demonstrations, with lectures in photography commencing in 1891. From 1897 onwards the name Graphische Lehr- und Versuchsanstalt came into being . In 1906, Emperor Franz Joseph granted the school the designation “Imperial and Royal” in the title, and the Republic of Austria confirmed this distinction when the school's Federal Chancellery approved the use of the national coat of arms. === The beginnings === The GLV was instituted on August 27, 1887 "by the highest resolution to approve the activation of this teaching and research institute in Vienna on March 1, 1888". The aim of the institute was the “training of specialist photographers, retouchers, collotype printers, photolithographers, etc., the instruction of artists, scholars and technicians who want to learn photography as an auxiliary science, furthermore the testing of equipment, chemicals and the implementation of independent scientific investigations in the areas of Photochemistry and Related Subjects”. The school consisted of two departments; the Institute for Photography and Reproduction Processes and the Research Institute, and in 1891 the Board of Book Printers and Type Founders pointed out the urgent need to add a department for book printers to the school. In 1897 an additional section for the book and illustration trade was opened, the school called "KK Graphische Lehr- und Versuchsanstalt" was then divided into four sections: Section I: Institute for Photography and Reproduction (corresponds to the former Institute for Photography and Reproduction Processes) Section II: College for the book and illustration trade Section III: Research institute for photochemistry and graphic printing processes (corresponds to the original research institute) Section IV: Collections: graphic collection, library and equipment collection The first original lithographs by famous artists such as Luigi Kasimir and Tina Blau are thanks to the special course for lithography and lithography introduced in 1905 and 'algraphy' - a planographic printing process from an aluminum plate instead of the stone used in lithography - was first taught in Austria in 1896 at the GLV. The specialty course for lithography and lithography existed until 1913/14, after which a specialist course for xylography (wood engraving and woodcuts) was offered. In 1908 the graphic arts department was set up on the top floor of the neighbouring house at Westbahnstraße 27 connected by a spiral staircase still in existence in the courtyard at the current location on Leyserstraße. === Women in the graphic teaching and research institute === From 1908 women were also officially admitted. For the period from 1888 to 1918/19, a total of 718 female students at the Graphische are recorded in the largely preserved class lists. Due to changes and new requirements in the job description, the proportion of women continued to grow, so that in some classes it exceeded two thirds. === The Graphics Department === In 1916, the school statute was changed: all-day lessons with photography internship in the 1st and 2nd years as well as training for disabled people were introduced and a drawing school was added. After the First World War, the school was renamed several times: In 1919 the name was "Deutsch-Österreichische Graphische Lehr- und Versuchsanstalt"; changed in 1920 to "Staatliche Graphische Lehr- und Versuchsanstalt" and in 1923 to "Graphic Education and Research Institute". === The school in the time of National Socialism === The "annexation of Austria by Germany" resulted in organisational restructuring: semesters were introduced and the GLV was made a subordinate level of a university of the graphic arts administered in Leipzig. In 1939 the school became a state graphic teaching and research institute . Up to this point, two thirds of all Austrian postage stamps had been designed and engraved in the Graphische. === Post-war period === In 1945 the period of study at the technical school was extended to four years. In 1948, “manual graphics” became “commercial graphics” followed by an honours year. In 1959, a department A was developed: a three-class specialist department for photography with a master class, and a department B: a specialist department for commercial graphics with four classes and an honours year. Through further school reforms, the university entrance qualification was acquired with the completion of the now five-year course and honours qualification. In 1967, due to a lack of space, the Westbahnstrasse was moved to the new Carl Appel building in Leyserstrasse. === The new building, 1963 === On May 22, 1963, the foundation stone of the new campus was laid in the 14th district in the Breitenseer Strasse, Leyserstrasse and Spallartgasse area (Kommandogebäude Theodor Körner). In 1967 the move to the new building began and in 1968 the official opening coincided with the 80th anniversary of the school. In 1963/64 the first year of the five-year high school for reprography and printing technology began. There was also a four-year technical school. With the advent of personal computers and their use in the graphics industry, change comes first in typesetting and later in image processing, and in 1984 the advent of desktop publishing brought a revolution that permanently challenged the distinction between photographer, typesetter, layout artist and printer. In 1988, the Graphische celebrated its 100th anniversary. The rapid development of technology shaped school events in the 1980s, as did the rapid advance of offset printing - albeit at the expense of Letterpress printing. In reproduction technology, scanner technology for the production of colour separations displaced reprography. === Renovation, 2006 === Due to renovation work on the building in Leyserstraße, the management and the photography, multimedia and graphics departments moved to an alternative location in Vienna's first district at Schellinggasse 13. After the work was completed, the school was relocated in February 2008. == Notable teachers and students ==
Web engineering
The World Wide Web has become a major delivery platform for a variety of complex and sophisticated enterprise applications in several domains. In addition to their inherent multifaceted functionality, these Web applications exhibit complex behaviour and place some unique demands on their usability, performance, security, and ability to grow and evolve. However, a vast majority of these applications continue to be developed in an ad hoc way, contributing to problems of usability, maintainability, quality and reliability. While Web development can benefit from established practices from other related disciplines, it has certain distinguishing characteristics that demand special considerations. In recent years, there have been developments towards addressing these considerations. Web engineering focuses on the methodologies, techniques, and tools that are the foundation of Web application development and which support their design, development, evolution, and evaluation. Web application development has certain characteristics that make it different from traditional software, information systems, or computer application development. Web engineering is multidisciplinary and encompasses contributions from diverse areas: systems analysis and design, software engineering, hypermedia/hypertext engineering, requirements engineering, human-computer interaction, user interface, data engineering, information science, information indexing and retrieval, testing, modelling and simulation, project management, and graphic design and presentation. Web engineering is neither a clone nor a subset of software engineering, although both involve programming and software development. While Web Engineering uses software engineering principles, it encompasses new approaches, methodologies, tools, techniques, and guidelines to meet the unique requirements of Web-based applications. == As a discipline == Proponents of Web engineering supported the establishment of Web engineering as a discipline at an early stage of Web. Major arguments for Web engineering as a new discipline are: Web-based Information Systems (WIS) development process is different and unique. Web engineering is multi-disciplinary; no single discipline (such as software engineering) can provide a complete theory basis, body of knowledge and practices to guide WIS development. Issues of evolution and lifecycle management when compared to more 'traditional' applications. Web-based information systems and applications are pervasive and non-trivial. The prospect of Web as a platform will continue to grow and it is worth being treated specifically. However, it has been controversial, especially for people in other traditional disciplines such as software engineering, to recognize Web engineering as a new field. The issue is how different and independent Web engineering is, compared with other disciplines. Main topics of Web engineering include, but are not limited to, the following areas: === Modeling disciplines === Business Processes for Applications on the Web Process Modelling of Web applications Requirements Engineering for Web applications B2B applications === Design disciplines, tools, and methods === UML and the Web Conceptual Modeling of Web Applications (aka. Web modeling) Prototyping Methods and Tools Web design methods CASE Tools for Web Applications Web Interface Design Data Models for Web Information Systems === Implementation disciplines === Integrated Web Application Development Environments Code Generation for Web Applications Software Factories for/on the Web Web 2.0, AJAX, E4X, ASP.NET, PHP and Other New Developments Web Services Development and Deployment === Testing disciplines === Testing and Evaluation of Web systems and Applications. Testing Automation, Methods, and Tools. === Applications categories disciplines === Semantic Web applications Document centric Web sites Transactional Web applications Interactive Web applications Workflow-based Web applications Collaborative Web applications Portal-oriented Web applications Ubiquitous and Mobile Web Applications Device Independent Web Delivery Localization and Internationalization of Web Applications Personalization of Web Applications == Attributes == === Web quality === Web Metrics, Cost Estimation, and Measurement Personalisation and Adaptation of Web applications Web Quality Usability of Web Applications Web accessibility Performance of Web-based applications === Content-related === Web Content Management Content Management System (CMS) Multimedia Authoring Tools and Software Authoring of adaptive hypermedia == Education == Master of Science: Web Engineering as a branch of study within the MSc program Web Sciences at the Johannes Kepler University Linz, Austria Diploma in Web Engineering: Web Engineering as a study program at the International Webmasters College (iWMC), Germany
Read the Docs
Read the Docs is an open-sourced free software documentation hosting platform. It generates documentation written with the Sphinx documentation generator, MkDocs, or Jupyter Book. == History == The site was created in 2010 by Eric Holscher, Bobby Grace, and Charles Leifer. On March 9, 2011, the Python Software Foundation Board awarded a grant of US$840 to the Read the Docs project for one year of hosting fees. On November 13, 2017, the Linux Mint project announced that they were moving their documentation to Read the Docs. In 2020, Read the Docs received a $200,000 grant from the Chan Zuckerberg Initiative. For 2021, Read the Docs reported 700 million page views and 196 million unique visitors. In 2013, a "Write the Docs" conference for Read the Docs users was launched, which has since turned into a generic software-documentation community. As of 2024, it continues to hold annual global conferences, organize local meetups, and maintain a Slack channel for "people who care about documentation."
New media
New media are communication technologies that enable or enhance interaction between users, as well as interaction between users and content. In the middle of the 1990s, the phrase "new media" became widely used as part of a sales pitch for the influx of interactive CD-ROMs for entertainment and education. The new media technologies, sometimes known as Web 2.0, include a wide range of web-related communication tools such as blogs, wikis, online social networking, virtual worlds, and other social media platforms. The phrase "new media" refers to computational media that share material online and through computers. New media inspire new ways of thinking about older media. Media do not replace one another in a clear, linear succession, instead evolving in a more complicated network of interconnected feedback loops . What is different about new media is how they specifically refashion traditional media and how older media refashion themselves to meet the challenges of new media. Unless they contain technologies that enable digital generative or interactive processes, broadcast television programs, non-interactive news websites, feature films, magazines, and books are not considered to be new media. The term "new media" stands in contrast to old media, which dominated the media landscape as a form of mass media for many years. == History == In the 1950s, connections between computing and radical art began to grow stronger. It was not until the 1980s that Alan Kay and his co-workers at Xerox PARC began to give the computability of a personal computer to the individual, rather than have a big organization be in charge of this. In the late 1980s and early 1990s, however, we seem to witness a different kind of parallel relationship between social changes and computer design. Although causally unrelated, conceptually, it makes sense that the Cold War and the design of the Web took place at exactly the same time. Writers and philosophers such as Marshall McLuhan were instrumental in the development of media theory during this period which is now famous declaration in Understanding Media: The Extensions of Man, that "the medium is the message" drew attention to the too often ignored influence media and technology themselves, rather than their "content," have on humans' experience of the world and on society broadly. Until the 1980s, media relied primarily upon print and analog broadcast models such as television and radio. The last twenty-five years have seen the rapid transformation into media which are predicated upon the use of digital technologies such as the Internet and video games. However, these examples are only a small representation of new media. The use of digital computers has transformed the remaining 'old' media, as suggested by the advent of digital television and online publications. Even traditional media forms such as the printing press have been transformed through the application of technologies by using of image manipulation software like Adobe Photoshop and desktop publishing tools. Andrew L. Shapiro argues that the "emergence of new, digital technologies signals a potentially radical shift of who is in control of information, experience and resources". W. Russell Neuman suggests that whilst the "new media" have technical capabilities to pull in one direction, economic and social forces pull back in the opposite direction. According to Neuman, "We are witnessing the evolution of a universal interconnected network of audio, video, and electronic text communications that will blur the distinction between interpersonal and mass communication; and between public and private communication". Neuman argues that new media will: Alter the meaning of geographic distance. Allow for a huge increase in the volume of communication. Provide the possibility of increasing the speed of communication. Provide opportunities for interactive communication. Allow forms of communication that were previously separate to overlap and interconnect. Consequently, it has been the contention of scholars such as Douglas Kellner and James Bohman that new media and particularly the Internet will provide the potential for a democratic postmodern public sphere, in which citizens can participate in well informed, non-hierarchical debate pertaining to their social structures. Contradicting these positive appraisals of the potential social impacts of new media are scholars such as Edward S. Herman and Robert McChesney who have suggested that the transition to new media has seen a handful of powerful transnational telecommunications corporations who achieve a level of global influence which was hitherto unimaginable. Scholars have highlighted both the positive and negative potential and actual implications of new media technologies, suggesting that some of the early work in new media studies was guilty of technologicaldeterminism – whereby the effects of media were determined by the technologies themselves, rather than by tracing the complex social networks that governed the development, funding, implementation, and future evolution of any technology. Based on the argument that people have a limited amount of time to spend on the consumption of different media, displacement theory argue that the viewership or readership of one particular outlet leads to the reduction in the amount of time spent by the individual on another. The introduction of new media, such as the internet, therefore reduces the amount of time individuals would spend on existing "old" media, which could ultimately lead to the end of such traditional media. == Definition == Although, there are several ways that new media may be described, Lev Manovich, in an introduction to The New Media Reader, defines new media by using eight propositions: New media versus cyberculture – Cyberculture is the various social phenomena that are associated with the Internet and network communications (blogs, online multi-player gaming), whereas new media is concerned more with cultural objects and paradigms (digital to analog television, smartphones). New media as computer technology used as a distribution platform – New media are the cultural objects which use digital computer technology for distribution and exhibition. e.g. (at least for now) Internet, Web sites, computer multimedia, Blu-ray disks etc. The problem with this is that the definition must be revised every few years. The term "new media" will not be "new" anymore, as most forms of culture will be distributed through computers. New media as digital data controlled by software – The language of new media is based on the assumption that, in fact, all cultural objects that rely on digital representation and computer-based delivery do share a number of common qualities. New media is reduced to digital data that can be manipulated by software as any other data. Now media operations can create several versions of the same object. An example is an image stored as matrix data which can be manipulated and altered according to the additional algorithms implemented, such as color inversion, gray-scaling, sharpening, rasterizing, etc. New media as the mix between existing cultural conventions and the conventions of software – New media today can be understood as the mix between older cultural conventions for data representation, access, and manipulation and newer conventions of data representation, access, and manipulation. The "old" data are representations of visual reality and human experience, and the "new" data is numerical data. The computer is kept out of the key "creative" decisions, and is delegated to the position of a technician. e.g. In film, software is used in some areas of production, in others are created using computer animation. New media as the aesthetics that accompanies the early stage of every new modern media and communication technology – While ideological tropes indeed seem to be reappearing rather regularly, many aesthetic strategies may reappear two or three times ... In order for this approach to be truly useful it would be insufficient to simply name the strategies and tropes and to record the moments of their appearance; instead, we would have to develop a much more comprehensive analysis which would correlate the history of technology with social, political, and economical histories or the modern period. New media as faster execution of algorithms previously executed manually or through other technologies – Computers are a huge speed-up of what were previously manual techniques. e.g. calculators. Dramatically speeding up the execution makes possible previously non-existent representational technique. This also makes possible of many new forms of media art such as interactive multimedia and video games. On one level, a modern digital computer is just a faster calculator, we should not ignore its other identity: that of a cybernetic control device. New media as the encoding of modernist avant-garde; new media as metamedia – Manovi