Trying to pick the best AI analytics tool? An AI analytics tool is software that uses machine learning to help you get more done — it scales effortlessly from a single task to thousands. The best picks balance beginner-friendly simplicity with the depth power users need, and they ship updates often. Whether you are a beginner or a pro, the right AI analytics tool slots into your workflow and pays for itself fast. This guide breaks down the top picks, their pros and cons, and who each one is best for.
Toad (software)
Toad is a database management toolset from Quest Software for managing relational and non-relational databases using SQL aimed at database developers, database administrators, and data analysts. The Toad toolset runs against Oracle, SQL Server, IBM DB2 (LUW & z/OS), SAP and MySQL. A Toad product for data preparation supports many data platforms. == History == A practicing Oracle DBA, Jim McDaniel, designed Toad for his own use in the mid-1990s. He called it Tool for Oracle Application Developers, shortened to "TOAD". McDaniel initially distributed the tool as shareware and later online as freeware. Quest Software acquired TOAD in October 1998. Quest Software itself was acquired by Dell in 2012 to form Dell Software. In June 2016, Dell announced the sale of their software division, including the Quest business, to Francisco Partners and Elliott Management Corporation. On October 31, 2016, the sale was finalized. On November 1, 2016, the sale of Dell Software to Francisco Partners and Elliott Management was completed, and the company re-launched as Quest Software. == Features == Connection Manager - Allow users to connect natively to the vendor’s database whether on-premise or DBaaS. Browser - Allow users to browse all the different database/schema objects and their properties effective management. Editor - A way to create and maintain scripts and database code with debugging and integration with source control. Unit Testing (Oracle) - Ensures code is functionally tested before it is released into production. Static code review (Oracle) - Ensures code meets required quality level using a rules-based system. SQL Optimization - Provides developers with a way to tune and optimize SQL statements and database code without relying on a DBA. Advanced optimization enables DBAs to tune SQL effectively in production. Scalability testing and database workload replay - Ensures that database code and SQL will scale properly before it gets released into production. == Books == Toad Pocket Reference for Oracle plsql 1st Edition by Jim McDaniel and Patrick McGrath, O'Reilly, 2002 (ISBN 0596003374, ISBN 978-0-596-00337-1) Toad Pocket Reference for Oracle 2nd Edition by Jeff Smith, Bert Scalzo, and Patrick McGrath, O'Reilly, 2005 (ISBN 0596009712, ISBN 978-0-596-00971-7) TOAD Handbook by Bert Scalzo and Dan Hotka, Sams, 2003 (ISBN 0672324865, ISBN 978-0-672-32486-4) TOAD Handbook 2nd Edition by Bert Scalzo and Dan Hotka, Addison-Wesley Professional, 2009 (ISBN 0321649109, ISBN 978-0-321-64910-2). TOAD Handbook 2nd Edition by Bert Scalzo and Dan Hotka, Addison-Wesley Professional, 2009 (ISBN 0321649109, ISBN 978-0-321-64910-2).
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
Squeaky Dolphin
Squeaky Dolphin is a program developed by the Government Communications Headquarters (GCHQ), a British intelligence and security organization, to collect and analyze data from social media networks. The program was first revealed to the general public on NBC on 27 January 2014 based on documents previously leaked by Edward Snowden. == Scope of surveillance == According to a document of the GCHQ dated August 2012, the program enables broad, real-time surveillance of the following items: YouTube video views The Like button on Facebook. Facebook has since then encrypted the data. Blogspot/Blogger visits Twitter, which has however encrypted its communications since this presentation was made The program can be supplemented with commercially available analytic software to determine which videos are popular among residents of specific cities. The dashboard software chosen was made by Splunk. The presentation, which was originally shown to an NSA audience and was made public by the NBC, contains a note saying the program was "Not interested in individuals just broad trends!". However, "according to other Snowden documents" obtained by NBC, in 2010, "GCHQ exploited unencrypted data from Twitter to identify specific users around the world and target them with propaganda."
Secret London
Secret London is a Facebook group started by 21-year-old Bristol University graduate, Tiffany Philippou, on 19 January 2010 in response to a Saatchi & Saatchi competition. The group grew rapidly (180,000 members as of 8 February 2010) and is composed mostly of Londoners who use the site to share suggestions and photos of London. After the group's early success, the founder announced her intention to launch a website of the same name by crowdsourcing the design and development. The website was launched on 16 February 2010. == Other secret cities == Following the initial success of Secret London, a number of other secret groups were independently started around the world, some of which already have over 100,000 users. As of 19 February 2010, the list of other groups includes: Secret Frankfurt, Secret Tel Aviv, Secret Paris, Secret New York, Secret Tokyo, Secret Toronto, Secret Los Angeles, Secret Exeter, Secret Boston, Secret Norwich, Secret Singapore, Secret Brighton, Secret Minneapolis, Secret Sydney, Secret Canberra, Secret Brisbane, Secret Wellington, Secret Christchurch, Secret Madeira, Secret Funchal, Secret Bristol and Secret Cardiff. == Controversy == Some commentators have questioned whether it possible to share secrets without compromising them, and whether sharing tips publicly will lead to over-exposure of the businesses who are recommended.
Line detection
In image processing, line detection is an algorithm that takes a collection of n edge points and finds all the lines on which these edge points lie. The most popular line detectors are the Hough transform and convolution-based techniques. == Hough transform == The Hough transform can be used to detect lines and the output is a parametric description of the lines in an image, for example ρ = r cos(θ) + c sin(θ). If there is a line in a row and column based image space, it can be defined ρ, the distance from the origin to the line along a perpendicular to the line, and θ, the angle of the perpendicular projection from the origin to the line measured in degrees clockwise from the positive row axis. Therefore, a line in the image corresponds to a point in the Hough space. The Hough space for lines has therefore these two dimensions θ and ρ, and a line is represented by a single point corresponding to a unique set of these parameters. The Hough transform can then be implemented by choosing a set of values of ρ and θ to use. For each pixel (r, c) in the image, compute r cos(θ) + c sin(θ) for each values of θ, and place the result in the appropriate position in the (ρ, θ) array. At the end, the values of (ρ, θ) with the highest values in the array will correspond to strongest lines in the image == Convolution-based technique == In a convolution-based technique, the line detector operator consists of a convolution masks tuned to detect the presence of lines of a particular width n and a θ orientation. Here are the four convolution masks to detect horizontal, vertical, oblique (+45 degrees), and oblique (−45 degrees) lines in an image. a) Horizontal mask(R1) (b) Vertical (R3) (C) Oblique (+45 degrees)(R2) (d) Oblique (−45 degrees)(R4) In practice, masks are run over the image and the responses are combined given by the following equation: R(x, y) = max(|R1 (x, y)|, |R2 (x, y)|, |R3 (x, y)|, |R4 (x, y)|) If R(x, y) > T, then discontinuity As can be seen below, if mask is overlay on the image (horizontal line), multiply the coincident values, and sum all these results, the output will be the (convolved image). For example, (−1)(0)+(−1)(0)+(−1)(0) + (2)(1) +(2)(1)+(2)(1) + (−1)(0)+(−1)(0)+(−1)(0) = 6 pixels on the second row, second column in the (convolved image) starting from the upper left corner of the horizontal lines. page 82 == Example == These masks above are tuned for light lines against a dark background, and would give a big negative response to dark lines against a light background. == Code example == The code was used to detect only the vertical lines in an image using Matlab and the result is below. The original image is the one on the top and the result is below it. As can be seen on the picture on the right, only the vertical lines were detected
Payment tokenization
Payment tokenization is a data security process that replaces sensitive payment information, such as credit card numbers, with a unique identifier or "token." This token can be used in place of actual data during transactions but has no exploitable value if breached, thereby reducing the risk of data theft and fraud. == Overview == Payment tokenization is generally categorized into two types: security tokens and payment tokens. Security tokens, also known as post-authorization tokens, are used to replace sensitive information like Primary Account Numbers (PANs), such as credit card numbers either after a payment is authorized or for storing data securely (data-at-rest), such as in merchant databases. These models have been in use since the mid-2000s, following the introduction of the Payment Card Industry Data Security Standard in 2004, which established standards for safeguarding cardholder data. The Payment Card Industry Security Standards Council's 2011 Tokenization Guidelines and the proposed American National Standards Institute X9 standards emphasize using tokens primarily to secure sensitive information, not as replacements for payment credentials processed over financial networks. Traditionally, merchants stored PANs to support backend operations such as settlements, reconciliations, chargebacks, loyalty programs, and customer service. However, with the adoption of security tokenization, merchants can substitute PANs with tokens in their systems. This not only reduces their exposure to fraud but also helps minimize the scope and cost of PCI-DSS compliance, offering a more secure and efficient way to manage cardholder data. == Applications == Payment tokenization is widely used by mobile wallets such as Apple Pay, Google Pay, and Samsung Pay use tokenization to safely store card data on devices. E-commerce platforms rely on it to securely retain customer payment details for recurring purchases. At the physical point of sale, EMV-enabled systems use tokenization to protect card information during in-store transactions. Also, subscription billing services implement tokenization to manage and safeguard payment credentials for ongoing charges.