UpScrolled is an Australian social media platform for microblogging and short-form online video sharing that was launched in June 2025 by Recursive Methods Pty Ltd. It was founded by Issam Hijazi. == History == UpScrolled was launched in June 2025 by Recursive Methods Pty Ltd. It was founded by Issam Hijazi, a Palestinian-Australian app developer. UpScrolled is backed by the Tech for Palestine incubator. In January 2026, UpScrolled saw increased attention and number of downloads after the acquisition of TikTok by a group of pro-Donald Trump US investors, including Larry Ellison, which led to calls to boycott TikTok and migrate to other apps. TikTok was alleged to be suppressing pro-Palestinian content, as well as news surrounding the killing of Alex Pretti in Minneapolis on the platform. UpScrolled subsequently climbed to the top 10 of Apple's App Store list of free apps. The app saw a reported 2,850% increase in downloads between 22 and 24 January 2026. As of 27 January 2026, UpScrolled "had been downloaded about 400,000 times in the US and 700,000 globally since launching in June 2025". The app became the most downloaded app in the Apple App store on 29 January 2026, following allegations that TikTok was suppressing videos and content opposed to Immigration and Customs Enforcement (ICE) under its new ownership. By 2 February 2026, UpScrolled had reached 2.5 million users. According to the Google Play Store and the Apple App Store, it has become the most downloaded social media app in the United States and Canada, with rising interest in the United Kingdom, France, Germany and Italy. On 14 February, UpScrolled was suspended from the Google Play Store; the suspension was reverted by 15 February. == Founder == Hijazi was born in Jordan. His parents and grandparents are from Safad, a northern Israeli city near the Lebanese border. He worked for IBM and Oracle prior to starting UpScrolled. Hijazi told Rest of World that he launched UpScrolled in response to Israel's genocide in Gaza which followed the October 7 attacks. He said, "I couldn't take it anymore. I lost family members in Gaza, and I didn't want to be complicit. So I was like, I'm done with this, I want to feel useful. I found this gap in the market, with a lot of people asking why there is no alternative to the Big Tech platforms for their content, which was getting censored." Hijazi also alleges that social media accounts that were posting pro-Palestinian content were getting shadow banned on larger platforms, and alleges that even his account was not exempt from being targeted by censors. Hijazi has further elaborated on the importance of social media independence to further the Palestinian cause. In January 2026, Web Summit Qatar announced that Hijazi would be an opening night speaker. Following the announcement, there was a surge in ticket sales for the summit. Hijazi lives in Sydney with his wife and daughter. He lost 60 family members during the Gaza war. == Features == UpScrolled's algorithm allows users to discover posts based on likes, comments, and shares with time decay and some randomness, all chronologically, with "no manipulation" according to the app's website. UpScrolled has an interface resembling a mix of Instagram and Twitter, allowing users to post and view text posts, photos, and videos. It also lets users send private messages to each other. The app is currently available for iOS and Android devices, with plans to upscale. UpScrolled does not include Israel as an option in its location selection menu. Cities such as Tel Aviv are included under "Occupied Territories of Palestine", and Palestine can also be set as the location. UpScrolled says that it is against censorship and shadow banning, and describes itself as "belong[ing] to the people who use it — not to hidden algorithms or outside agendas". Hijazi said, "The other platforms claim to be free speech platforms. But when it comes to anything on Palestine, that's a different story." UpScrolled states that it "does not tolerate hate speech, propaganda, or bad-faith behaviour, but it also refuses to silence voices quietly or without explanation". == User base and content == Al Jazeera reported that posts expressing pro-Palestinian sentiment or depicting the continued suffering in the Gaza Strip were "flooding" the app. Political and global issues such as the Gaza war are prominent. Content includes updates from the Gaza Freedom Flotilla, posts by doctors working in Gaza, video essays about Palantir’s influence within the military and calls for boycotts of Israel. It has been used by Gazans to crowdfund and record daily life. Celebrity users of UpScrolled include American labour activist Chris Smalls and actor Jacob Berger, both of whom were on the July 2025 Gaza Freedom Flotilla. Political figures have also joined UpScrolled, such as South African politician and Economic Freedom Fighters leader Julius Malema, and Islamic Revolutionary Guard Corps commander Esmail Qaani. One user said that most early users were attracted to the platform for the opportunity to criticize Zionism. The Jewish Telegraphic Agency (JTA) reported that UpScrolled was observed to be "flooded" with antisemitic and anti-Israel content, including Holocaust denial and accusations that Israel carried out the 9/11 attacks. In a statement, UpScrolled said, "Our content moderation hasn't been able to keep up with the massive rise of users this week. We're working with digital rights experts to grow our Trust & Safety team and are beefing up our content moderation to prevent this. We apologise to all impacted users, thank you for being part of Upscrolled." The Times reported in February 2026 that UpScrolled was hosting content that could potentially breach UK law, including antisemitic content and posts promoting Hamas, Hezbollah, Islamic State and Al-Qaeda, as well as footage of the 2019 Christchurch mosque shootings and content praising the perpetrators of the 2019 Halle synagogue shooting and 2018 Pittsburgh synagogue shooting. Antisemitic influencers Lucas Gage, Jake Shields, Stew Peters and Anastasia Maria Loupis have accounts on UpScrolled. UpScrolled’s policies prohibit threats, glorification of harm or support for terrorist or violent groups. Hijazi said harmful content was being uploaded to UpScrolled and the company had expanded its content moderation team and upgraded its technology infrastructure to deal with the issue. In May 2026, Moment magazine said that users had identified some antisemitic content, pornography and extremist videos on the platform. The magazine said there were gaps in content moderation due to the small size of the developer team. == Reception == In January 2026, the Council on American–Islamic Relations (CAIR) praised UpScrolled for "pledging to protect the free flow of ideas on its platform, including both support for and opposition to the Israeli government's human rights abuses." Guy Christensen, a pro-Palestinian social media celebrity, has encouraged his audience to download UpScrolled. Christensen characterized UpScrolled as having "no censorship, no ownership by billionaires who put their interests and biases onto you to control you". He compared the platform to others like TikTok, saying that Israel is behind censorship that wouldn't happen on UpScrolled. Jaigris Hodson, an associate professor of Interdisciplinary Studies at Royal Roads University in Canada, has argued that "Network effects mean that unless UpScrolled continues its explosive growth, people are unlikely to continue to choose it over the more established TikTok. At best, we might see a Twitter/X effect, which is where TikTok will host more pro-U.S. government content creators and those people who want to follow them, and UpScrolled will host more critical content creators and their followers."
GOLOG
GOLOG is a high-level logic programming language for the specification and execution of complex actions in dynamical domains. It is based on the situation calculus. It is a first-order logical language for reasoning about action and change. GOLOG was developed at the University of Toronto. == History == The concept of situation calculus on which the GOLOG programming language is based was first proposed by John McCarthy in 1963. == Description == A GOLOG interpreter automatically maintains a direct characterization of the dynamic world being modeled, on the basis of user supplied axioms about preconditions, effects of actions and the initial state of the world. This allows the application to reason about the condition of the world and consider the impacts of different potential actions before focusing on a specific action. Golog is a logic programming language and is very different from conventional programming languages. A procedural programming language like C defines the execution of statements in advance. The programmer creates a subroutine which consists of statements, and the computer executes each statement in a linear order. In contrast, fifth-generation programming languages like Golog work with an abstract model with which the interpreter can generate the sequence of actions. The source code defines the problem and it is up to the solver to find the next action. This approach can facilitate the management of complex problems from the domain of robotics. A Golog program defines the state space in which the agent is allowed to operate. A path in the symbolic domain is found with state space search. To speed up the process, Golog programs are realized as hierarchical task networks. Apart from the original Golog language, there are some extensions available. The ConGolog language provides concurrency and interrupts. Other dialects like IndiGolog and Readylog were created for real time applications in which sensor readings are updated on the fly. == Uses == Golog has been used to model the behavior of autonomous agents. In addition to a logic-based action formalism for describing the environment and the effects of basic actions, they enable the construction of complex actions using typical programming language constructs. It is also used for applications in high level control of robots and industrial processes, virtual agents, discrete event simulation etc. It can be also used to develop Belief Desire Intention-style agent systems. == Planning and scripting == In contrast to the Planning Domain Definition Language, Golog supports planning and scripting as well. Planning means that a goal state in the world model is defined, and the solver brings a logical system into this state. Behavior scripting implements reactive procedures, which are running as a computer program. For example, suppose the idea is to authoring a story. The user defines what should be true at the end of the plot. A solver gets started and applies possible actions to the current situation until the goal state is reached. The specification of a goal state and the possible actions are realized in the logical world model. In contrast, a hardwired reactive behavior doesn't need a solver but the action sequence is provided in a scripting language. The Golog interpreter, which is written in Prolog, executes the script and this will bring the story into the goal state.
Experimental SAGE Subsector
The Experimental Semi-Automatic Ground Environment (SAGE) Sector (ESS, Experimental SAGE Subsector until planned Sectors/Subsectors were renamed NORAD Regions, Divisions, and Sectors) was a prototype Cold War Air Defense Sector for developing the Semi Automatic Ground Environment. The Lincoln Laboratory control center in a new building was at Lexington, Massachusetts. == ESS Computer System == The network's Direction Center was completed in a new 1954 building (Building F, 42°27′37″N 071°16′04″W) with prototype peripherals and a single IBM XD-1 computer, a successor to Lincoln Lab's Whirlwind I computer (WWI). In 1955, Air Force personnel began IBM training at the Kingston, New York, prototype facility, and the "4620th Air Defense Wing (experimental SAGE) was established at Lincoln Laboratory"—its "primary mission was computer programming". ESS had a capacity of 48 tracks and used a pre-SAGE ground environment in a "prototype intercept monitor room [at] MIT's Barta building" with "track situation displays, which geographically showed Air Defense Identification Zone lines and antiaircraft circles [and] each console also had a 5-inch CRT for digital information display. Audible alert signals were used, with a different signal for each symbol on a situation display." == Radar stations == Initial service test models of the Burroughs AN/FST-2 Coordinate Data Transmitting Set were placed with radars at South Truro and West Bath, Maine; followed by Texas Tower#2 (TT2) in the Atlantic Ocean, which provided a "triangular pattern with overlap" radar coverage (TT2 later had a connection from the XD-1 via the GE G/A Data Link Output Subsystem through North Truro Air Force Station.) By August 1955, 13 radar stations were networked by the subsector, e.g.: Chatham Clinton, Massachusetts with gap-filler radar Great Boars Head Halibut Point Killingly, Connecticut (41.865734°N 71.820958°W / 41.865734; -71.820958).with gap-filler radar Rockport Air Force Station Scituate, Massachusetts South Truro West Bath, Maine (43°54′7″N 69°50′43″W) with AN/FPS-31 on Jug Handle Hill: ("Lincoln Laboratories experimental radar station") Required by 21 November 1955 were 44 consoles: 38 for the operations floor, 3 on the computer floor for display maintenance, and 3 near the maintenance console (program checkout). WWI was connected to the Experimental SAGE Subsector to verify crosstelling (collateral communication) with the ESS DC, and WWI was also used for a Ground-to-Air (G/A) experiment using a transmitter of the GE G/A Data Link Output Subsystem on Prospect Hill, Waltham, MA sending data to simulated airborne equipment at Lexington. Transmissions from the WWI SAGE Evaluation (WISE) computer system to XD-1 and back were without error by December 1955 when operational software specifications were frozen. Operating procedures for the ESS external sites were complete in March 1956, and == System Operation Testing == From November 15, 1955, to November 7, 1956, three System Operation Tests were conducted which used voice "Ground-to-Air" communication from the Barta control room to aircraft outfitted with SAGE receivers (F-86 interceptors modified to F-86L models in "Project FOLLOW-ON".) Test teams included employees of Bell Telephone Laboratories, Western Electric-ADES, IBM, the RAND Corporation, and Lincoln Labs' Division 6, Division 3, & Division 2 (Division 6 had been created for ESS support.) The North Truro P-10 AN/FST-2 was moved to Almaden Air Force Station (M-96)c. 1957-8 and on August 7, 1958, control of an airborne BOMARC missile that had malfunctioned transferred from the "Experimental SAGE Sector" to a Westinghouse AN/GPA-35 Ground Environment system and the missile crashed into the Atlantic Ocean. By December 31, 1958, ADC Manual 55-28 described the Model 3 SAGE System. == 1959 Experimental Testing == "To prove out the revised SAGE computer program" for Automatic Targeting and Battery Evaluation and ADDC-AADCP crosstelling, a "SAGE/Missile Master" test was conducted beginning in September 1959 with communications between the ESS XD-1 and Martin AN/FSG-1 Antiaircraft Defense System equipment at Fort Banks planned for the CONAD Joint Control Center at Fort Heath—a "SAGE ATABE Simulation Study" (SASS) was also completed 1959–60 by MITRE Corporation.
Chaffing and winnowing
Chaffing and winnowing is a cryptographic technique to achieve confidentiality without using encryption when sending data over an insecure channel. The name is derived from agriculture: after grain has been harvested and threshed, it remains mixed together with inedible fibrous chaff. The chaff and grain are then separated by winnowing, and the chaff is discarded. The cryptographic technique was conceived by Ron Rivest and published in an on-line article on 18 March 1998. Although it bears similarities to both traditional encryption and steganography, it cannot be classified under either category. This technique allows the sender to deny responsibility for encrypting their message. When using chaffing and winnowing, the sender transmits the message unencrypted, in clear text. Although the sender and the receiver share a secret key, they use it only for authentication. However, a third party can make their communication confidential by simultaneously sending specially crafted messages through the same channel. == How it works == The sender (Alice) wants to send a message to the receiver (Bob). In the simplest setup, Alice enumerates the symbols in her message and sends out each in a separate packet. If the symbols are complex enough, such as natural-language text, an attacker may be able to distinguish the real symbols from poorly faked chaff symbols, posing a similar problem as steganography in needing to generate highly realistic fakes; to avoid this, the symbols can be reduced to just single 0/1 bits, and realistic fakes can then be simply randomly generated 50:50 and are indistinguishable from real symbols. In general, the method requires each symbol to arrive in-order and to be authenticated by the receiver. When implemented over networks that may change the order of packets, the sender places the symbol's serial number in the packet, the symbol itself (both unencrypted), and a message authentication code (MAC). Many MACs use a secret key Alice shares with Bob, but it is sufficient that the receiver has a method to authenticate the packets. Rivest notes an interesting property of chaffing-and-winnowing is that third parties (such as an ISP) can opportunistically add it to communications without needing permission or coordination with the sender/recipient. A third-party (Charles) who transmits Alice's packets to Bob, interleaves the packets with corresponding bogus packets (called "chaff") with corresponding serial numbers, arbitrary symbols, and a random number in place of the MAC. Charles does not need to know the key to do that (real MACs are large enough that it is extremely unlikely to generate a valid one by chance, unlike in the example). Bob uses the MAC to find the authentic messages and drops the "chaff" messages. This process is called "winnowing". An eavesdropper located between Alice and Charles can easily read Alice's message. But an eavesdropper between Charles and Bob would have to tell which packets are bogus and which are real (i.e. to winnow, or "separate the wheat from the chaff"). That is infeasible if the MAC used is secure and Charles does not leak any information on packet authenticity (e.g. via timing). If a fourth party joins the example (named Darth) who wants to send counterfeit messages to impersonate Alice, it would require Alice to disclose her secret key. If Darth cannot force Alice to disclose an authentication key (the knowledge of which would enable him to forge messages from Alice), then her messages will remain confidential. Charles, on the other hand, is no target of Darth's at all, since Charles does not even possess any secret keys that could be disclosed. == Variations == The simple variant of the chaffing and winnowing technique described above adds many bits of overhead per bit of original message. To make the transmission more efficient, Alice can process her message with an all-or-nothing transform and then send it out in much larger chunks. The chaff packets will have to be modified accordingly. Because the original message can be reconstructed only by knowing all of its chunks, Charles needs to send only enough chaff packets to make finding the correct combination of packets computationally infeasible. Chaffing and winnowing lends itself especially well to use in packet-switched network environments such as the Internet, where each message (whose payload is typically small) is sent in a separate network packet. In another variant of the technique, Charles carefully interleaves packets coming from multiple senders. That eliminates the need for Charles to generate and inject bogus packets in the communication. However, the text of Alice's message cannot be well protected from other parties who are communicating via Charles at the same time. This variant also helps protect against information leakage and traffic analysis. == Implications for law enforcement == Ron Rivest suggests that laws related to cryptography, including export controls, would not apply to chaffing and winnowing because it does not employ any encryption at all. The power to authenticate is in many cases the power to control, and handing all authentication power to the government is beyond all reason The author of the paper proposes that the security implications of handing everyone's authentication keys to the government for law-enforcement purposes would be far too risky, since possession of the key would enable someone to masquerade and communicate as another entity, such as an airline controller. Furthermore, Ron Rivest contemplates the possibility of rogue law enforcement officials framing up innocent parties by introducing the chaff into their communications, concluding that drafting a law restricting chaffing and winnowing would be far too difficult. == Trivia == The term winnowing was suggested by Ronald Rivest's father. Before the publication of Rivest's paper in 1998 other people brought to his attention a 1965 novel, Rex Stout's The Doorbell Rang, which describes the same concept and was thus included in the paper's references.
Tumblr
Tumblr ( TUM-blər) is a microblogging and social media platform founded by David Karp in 2007 and operated by American company Tumblr, Inc., a subsidiary of Automattic. The service allows users to post multimedia and other content to a short-form blog. It has attracted significant attention and controversy for hosting a wide range of progressive user-generated content. == History == === Beginnings (2006–2012) === Development of Tumblr began in 2006 during a two-week gap between contracts at David Karp's software consulting company, Davidville. Karp had been interested in tumblelogs (short-form blogs, hence the name Tumblr) for some time and was waiting for one of the established blogging platforms to introduce their own tumblelogging platform. As none had done so after a year of waiting, Karp and developer Marco Arment began working on their own platform. Tumblr was launched in February 2007, and within two weeks had gained 75,000 users. Arment left the company in September 2010 to work on Instapaper. In June 2012, Tumblr featured its first major brand advertising campaign in collaboration with Adidas, who launched an official soccer Tumblr blog and bought ad placements on the user dashboard. This launch came only two months after Tumblr announced it would be moving towards paid advertising on its site. === Ownership by Yahoo! (2013–2018) === On May 20, 2013, it was announced that Yahoo and Tumblr had reached an agreement for Yahoo! Inc. to acquire Tumblr for $1.1 billion in cash. Many of Tumblr's users were unhappy with the news, causing some to start a petition, achieving nearly 170,000 signatures. David Karp remained CEO and the deal was finalized on June 20, 2013. Advertising sales goals were not met and in 2016 Yahoo wrote down $712 million of Tumblr's value. Verizon Communications acquired Yahoo in June 2017, and placed Yahoo and Tumblr under its Oath subsidiary. Karp announced in November 2017 that he would be leaving Tumblr by the end of the year. Jeff D'Onofrio, Tumblr's president and COO, took over leading the company. The site, along with the rest of the Oath division (renamed Verizon Media Group in 2019), continued to struggle under Verizon. In March 2019, Similarweb estimated Tumblr had lost 30% of its user traffic since December 2018, when the site had introduced a stricter content policy with heavier restrictions on adult content (which had been a notable draw to the service). In May 2019, it was reported that Verizon was considering selling the site due to its continued struggles since the purchase (as it had done with another Yahoo property, Flickr, via its sale to SmugMug). Following this news, Pornhub's vice president publicly expressed interest in purchasing Tumblr, with a promise to reinstate the previous adult content policies. === Automattic (2019–present) === On August 12, 2019, Verizon Media announced that it would sell Tumblr to Automattic, the operator of blog service WordPress.com and corporate backer of the open source blog software of the same name. The sale was for an undisclosed amount, but Axios reported that the sale price was less than $3 million, less than 0.3% of Yahoo's original purchase price. Automattic CEO Matt Mullenweg stated that the site will operate as a complementary service to WordPress.com, and that there were no plans to reverse the content policy decisions made during Verizon ownership. In November 2022, Mullenweg stated that Tumblr will add support for the decentralized social networking protocol ActivityPub. In November 2023, most of Tumblr's product development and marketing teams were transferred to other groups within Automattic. Mullenweg stated that focus would shift to core functionality and streamlining existing features. In February 2024, Automattic announced that it would begin selling user data from Tumblr and WordPress.com to Midjourney and OpenAI. Tumblr users are opted-in by default, with an option to opt out. In August 2024, Automattic announced that it would migrate Tumblr's backend to an architecture derived from WordPress, in order to ease development and code sharing between the platforms. The company stated that this migration would not impact the service's user experience and content, and that users "won't even notice a difference from the outside". In January 2025, Mullenweg stated that the migration, once completed, would also "unlock" ActivityPub access for Tumblr, including native support for the company's official ActivityPub plugin for WordPress. In April 2025, Automattic announced layoffs for 16% of its workforce, reducing a large portion of Tumblr staff. On March 16, 2026, Tumblr implemented a change to how notes were assigned to reblogs, making it more similar to sites like Twitter and Bluesky. The change was rolled back the next day after heavy user backlash. == Features == === Blog management === Dashboard: The dashboard is the primary tool for the typical Tumblr user. It is a live feed of recent posts from blogs that they follow. Through the dashboard, users are able to comment, reblog, and like posts from other blogs that appear on their dashboard. The dashboard allows the user to upload text posts, images, videos, quotes, or links to their blog with a click of a button displayed at the top of the dashboard. Users are also able to connect their blogs to their Twitter and Facebook accounts, so that whenever they make a post, it will also be sent as a tweet and a status update. As of June 2022, users can also turn off reblogs on specific posts through the dashboard. Queue: Users are able to set up a schedule to delay posts that they make. They can spread their posts over several hours or even days. Tags: Users can help their audience find posts about certain topics by adding tags. If someone were to upload a picture to their blog and wanted their viewers to find pictures, they would add the tag #picture, and their viewers could use that word to search for posts with the tag #picture. HTML editing: Tumblr allows users to edit their blog's theme using HTML to control the appearance of their blog. Custom themes are able to be shared and used by other users, or sold. Custom domains: Tumblr allows users to use custom domains for their blogs. Users must purchase a domain from Tumblr Domains, an in-house registrar that provides domains that can only be used with Tumblr unless removed from the user's blog and transferred to another registrar. Blogs previously were able to be linked with any domain/subdomain from any registrar, however following the introduction of the Tumblr Domains service, now requires you to purchase a domain directly from Tumblr to be used with a blog. Users who kept their blogs connected to a domain after the introduction got to keep their custom domain, as long as they do not disconnect it from Tumblr or let the domain expire. === Tags === The tagging system on the website operates on a hybrid tagging system, involving both self-tagging (user write their own tags on their posts) and an auto-manual function (the website will recommend popular tags and ones that the user has used before.) Only the first 20 tags added to any post will be indexed by the site. The tags are prefaced by a hashtag and separated by commas, and spaces and special characters are allowed, but only up to 140 characters total per tag. There are two main types used by Tumblr users: descriptive tagging, and opinion or commentary tagging. Descriptive tags are usually introduced by the original poster, and describe what is in the post (e.g. #art, #sky). These are important for the original poster to use, so their post will be indexed and searchable by others wishing to view that subject of content. Tags used as a form of communication are unique to Tumblr, and are typically more personal, expressing opinions, reactions, meta-commentary, background information, and more. Instead of adding onto the reblogged post (with their comments becoming an addition to each subsequent reblog from them) a user may add their comments in the tags, not changing the content or appearance of the original post in any way. Not all users choose to use tags this way, but those who do use tags for commentary may prefer it over adding a comment on the actual post. === Mobile === With Tumblr's 2009 acquisition of Tumblerette, an iOS application created by Jeff Rock and Garrett Ross, the service launched its official iPhone app. The site became available to BlackBerry smartphones on April 17, 2010, via a Mobelux application in BlackBerry World. In June 2012, Tumblr released a new version of its iOS app, Tumblr 3.0, allowing support for Spotify integration, hi-res images and offline access. An app for Android is also available. A Windows Phone app was released on April 23, 2013. An app for Google Glass was released on May 16, 2013. === Inbox and messaging === Tumblr blogs have the option to allow users to submit questions, either as themselves or anonymously, to the blog for a response. Tumblr
SemEval
SemEval (Semantic Evaluation) is an ongoing series of evaluations of computational semantic analysis systems; it evolved from the Senseval word sense evaluation series. The evaluations are intended to explore the nature of meaning in language. While meaning is intuitive to humans, transferring those intuitions to computational analysis has proved elusive. This series of evaluations provides a mechanism to characterize in more precise terms exactly what is necessary to compute in meaning. As such, the evaluations provide an emergent mechanism to identify the problems and solutions for computations with meaning. These exercises have evolved to articulate more of the dimensions that are involved in our use of language. They began with apparently simple attempts to identify word senses computationally. They have evolved to investigate the interrelationships among the elements in a sentence (e.g., semantic role labeling), relations between sentences (e.g., coreference), and the nature of what we are saying (semantic relations and sentiment analysis). The purpose of the SemEval and Senseval exercises is to evaluate semantic analysis systems. "Semantic Analysis" refers to a formal analysis of meaning, and "computational" refer to approaches that in principle support effective implementation. The first three evaluations, Senseval-1 through Senseval-3, were focused on word sense disambiguation (WSD), each time growing in the number of languages offered in the tasks and in the number of participating teams. Beginning with the fourth workshop, SemEval-2007 (SemEval-1), the nature of the tasks evolved to include semantic analysis tasks outside of word sense disambiguation. Triggered by the conception of the SEM conference, the SemEval community had decided to hold the evaluation workshops yearly in association with the SEM conference. It was also the decision that not every evaluation task will be run every year, e.g. none of the WSD tasks were included in the SemEval-2012 workshop. == History == === Early evaluation of algorithms for word sense disambiguation === From the earliest days, assessing the quality of word sense disambiguation algorithms had been primarily a matter of intrinsic evaluation, and “almost no attempts had been made to evaluate embedded WSD components”. Only very recently (2006) had extrinsic evaluations begun to provide some evidence for the value of WSD in end-user applications. Until 1990 or so, discussions of the sense disambiguation task focused mainly on illustrative examples rather than comprehensive evaluation. The early 1990s saw the beginnings of more systematic and rigorous intrinsic evaluations, including more formal experimentation on small sets of ambiguous words. === Senseval to SemEval === In April 1997, Martha Palmer and Marc Light organized a workshop entitled Tagging with Lexical Semantics: Why, What, and How? in conjunction with the Conference on Applied Natural Language Processing. At the time, there was a clear recognition that manually annotated corpora had revolutionized other areas of NLP, such as part-of-speech tagging and parsing, and that corpus-driven approaches had the potential to revolutionize automatic semantic analysis as well. Kilgarriff recalled that there was "a high degree of consensus that the field needed evaluation", and several practical proposals by Resnik and Yarowsky kicked off a discussion that led to the creation of the Senseval evaluation exercises. === SemEval's 3, 2 or 1 year(s) cycle === After SemEval-2010, many participants feel that the 3-year cycle is a long wait. Many other shared tasks such as Conference on Natural Language Learning (CoNLL) and Recognizing Textual Entailments (RTE) run annually. For this reason, the SemEval coordinators gave the opportunity for task organizers to choose between a 2-year or a 3-year cycle. The SemEval community favored the 3-year cycle. Although the votes within the SemEval community favored a 3-year cycle, organizers and coordinators had settled to split the SemEval task into 2 evaluation workshops. This was triggered by the introduction of the new SEM conference. The SemEval organizers thought it would be appropriate to associate our event with the SEM conference and collocate the SemEval workshop with the SEM conference. The organizers got very positive responses (from the task coordinators/organizers and participants) about the association with the yearly SEM, and 8 tasks were willing to switch to 2012. Thus was born SemEval-2012 and SemEval-2013. The current plan is to switch to a yearly SemEval schedule to associate it with the SEM conference but not every task needs to run every year. ==== List of Senseval and SemEval Workshops ==== Senseval-1 took place in the summer of 1998 for English, French, and Italian, culminating in a workshop held at Herstmonceux Castle, Sussex, England on September 2–4. Senseval-2 took place in the summer of 2001, and was followed by a workshop held in July 2001 in Toulouse, in conjunction with ACL 2001. Senseval-2 included tasks for Basque, Chinese, Czech, Danish, Dutch, English, Estonian, Italian, Japanese, Korean, Spanish and Swedish. Senseval-3 took place in March–April 2004, followed by a workshop held in July 2004 in Barcelona, in conjunction with ACL 2004. Senseval-3 included 14 different tasks for core word sense disambiguation, as well as identification of semantic roles, multilingual annotations, logic forms, subcategorization acquisition. SemEval-2007 (Senseval-4) took place in 2007, followed by a workshop held in conjunction with ACL in Prague. SemEval-2007 included 18 different tasks targeting the evaluation of systems for the semantic analysis of text. A special issue of Language Resources and Evaluation is devoted to the result. SemEval-2010 took place in 2010, followed by a workshop held in conjunction with ACL in Uppsala. SemEval-2010 included 18 different tasks targeting the evaluation of semantic analysis systems. SemEval-2012 took place in 2012; it was associated with the new SEM, First Joint Conference on Lexical and Computational Semantics, and co-located with NAACL, Montreal, Canada. SemEval-2012 included 8 different tasks targeting at evaluating computational semantic systems. However, there was no WSD task involved in SemEval-2012, the WSD related tasks were scheduled in the upcoming SemEval-2013. SemEval-2013 was associated with NAACL 2013, North American Association of Computational Linguistics, Georgia, USA and took place in 2013. It included 13 different tasks targeting at evaluating computational semantic systems. SemEval-2014 took place in 2014. It was co-located with COLING 2014, 25th International Conference on Computational Linguistics and SEM 2014, Second Joint Conference on Lexical and Computational Semantics, Dublin, Ireland. There were 10 different tasks in SemEval-2014 evaluating various computational semantic systems. SemEval-2015 took place in 2015. It was co-located with NAACL-HLT 2015, 2015 Conference of the North American Chapter of the Association for Computational Linguistics – Human Language Technologies and SEM 2015, Third Joint Conference on Lexical and Computational Semantics, Denver, USA. There were 17 different tasks in SemEval-2015 evaluating various computational semantic systems. == SemEval Workshop framework == The framework of the SemEval/Senseval evaluation workshops emulates the Message Understanding Conferences (MUCs) and other evaluation workshops ran by ARPA (Advanced Research Projects Agency, renamed the Defense Advanced Research Projects Agency (DARPA)). Stages of SemEval/Senseval evaluation workshops Firstly, all likely participants were invited to express their interest and participate in the exercise design. A timetable towards a final workshop was worked out. A plan for selecting evaluation materials was agreed. 'Gold standards' for the individual tasks were acquired, often human annotators were considered as a gold standard to measure precision and recall scores of computer systems. These 'gold standards' are what the computational systems strive towards. In WSD tasks, human annotators were set on the task of generating a set of correct WSD answers (i.e. the correct sense for a given word in a given context) The gold standard materials, without answers, were released to participants, who then had a short time to run their programs over them and return their sets of answers to the organizers. The organizers then scored the answers and the scores were announced and discussed at a workshop. == Semantic evaluation tasks == Senseval-1 & Senseval-2 focused on evaluation WSD systems on major languages that were available corpus and computerized dictionary. Senseval-3 looked beyond the lexemes and started to evaluate systems that looked into wider areas of semantics, such as Semantic Roles (technically known as Theta roles in formal semantics), Logic Form Transformation (commonly semantics of phrases, clauses or sentences were represented
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