In computer science, specifically in algorithms related to pathfinding, a heuristic function is said to be admissible if it never overestimates the cost of reaching the goal, i.e. the cost it estimates to reach the goal is not higher than the lowest possible cost from the current point in the path. In other words, it should act as a lower bound. It is related to the concept of consistent heuristics. While all consistent heuristics are admissible, not all admissible heuristics are consistent. == Search algorithms == An admissible heuristic is used to estimate the cost of reaching the goal state in an informed search algorithm. In order for a heuristic to be admissible to the search problem, the estimated cost must always be lower than or equal to the actual cost of reaching the goal state. The search algorithm uses the admissible heuristic to find an estimated optimal path to the goal state from the current node. For example, in A search the evaluation function (where n {\displaystyle n} is the current node) is: f ( n ) = g ( n ) + h ( n ) {\displaystyle f(n)=g(n)+h(n)} where f ( n ) {\displaystyle f(n)} = the evaluation function. g ( n ) {\displaystyle g(n)} = the cost from the start node to the current node h ( n ) {\displaystyle h(n)} = estimated cost from current node to goal. h ( n ) {\displaystyle h(n)} is calculated using the heuristic function. With a non-admissible heuristic, the A algorithm could overlook the optimal solution to a search problem due to an overestimation in f ( n ) {\displaystyle f(n)} . == Formulation == n {\displaystyle n} is a node h {\displaystyle h} is a heuristic h ( n ) {\displaystyle h(n)} is cost indicated by h {\displaystyle h} to reach a goal from n {\displaystyle n} h ∗ ( n ) {\displaystyle h^{}(n)} is the optimal cost to reach a goal from n {\displaystyle n} h ( n ) {\displaystyle h(n)} is admissible if, ∀ n {\displaystyle \forall n} h ( n ) ≤ h ∗ ( n ) {\displaystyle h(n)\leq h^{}(n)} == Construction == An admissible heuristic can be derived from a relaxed version of the problem, or by information from pattern databases that store exact solutions to subproblems of the problem, or by using inductive learning methods. == Examples == Two different examples of admissible heuristics apply to the fifteen puzzle problem: Hamming distance Manhattan distance The Hamming distance is the total number of misplaced tiles. It is clear that this heuristic is admissible since the total number of moves to order the tiles correctly is at least the number of misplaced tiles (each tile not in place must be moved at least once). The cost (number of moves) to the goal (an ordered puzzle) is at least the Hamming distance of the puzzle. The Manhattan distance of a puzzle is defined as: h ( n ) = ∑ all tiles d i s t a n c e ( tile, correct position ) {\displaystyle h(n)=\sum _{\text{all tiles}}{\mathit {distance}}({\text{tile, correct position}})} Consider the puzzle below in which the player wishes to move each tile such that the numbers are ordered. The Manhattan distance is an admissible heuristic in this case because every tile will have to be moved at least the number of spots in between itself and its correct position. The subscripts show the Manhattan distance for each tile. The total Manhattan distance for the shown puzzle is: h ( n ) = 3 + 1 + 0 + 1 + 2 + 3 + 3 + 4 + 3 + 2 + 4 + 4 + 4 + 1 + 1 = 36 {\displaystyle h(n)=3+1+0+1+2+3+3+4+3+2+4+4+4+1+1=36} == Optimality proof == If an admissible heuristic is used in an algorithm that, per iteration, progresses only the path of lowest evaluation (current cost + heuristic) of several candidate paths, terminates the moment its exploration reaches the goal and, crucially, closes all optimal paths before terminating (something that's possible with A search algorithm if special care isn't taken), then this algorithm can only terminate on an optimal path. To see why, consider the following proof by contradiction: Assume such an algorithm managed to terminate on a path T with a true cost Ttrue greater than the optimal path S with true cost Strue. This means that before terminating, the evaluated cost of T was less than or equal to the evaluated cost of S (or else S would have been picked). Denote these evaluated costs Teval and Seval respectively. The above can be summarized as follows, Strue < Ttrue Teval ≤ Seval If our heuristic is admissible it follows that at this penultimate step Teval = Ttrue because any increase on the true cost by the heuristic on T would be inadmissible and the heuristic cannot be negative. On the other hand, an admissible heuristic would require that Seval ≤ Strue which combined with the above inequalities gives us Teval < Ttrue and more specifically Teval ≠ Ttrue. As Teval and Ttrue cannot be both equal and unequal our assumption must have been false and so it must be impossible to terminate on a more costly than optimal path. As an example, let us say we have costs as follows:(the cost above/below a node is the heuristic, the cost at an edge is the actual cost) 0 10 0 100 0 START ---- O ----- GOAL | | 0| |100 | | O ------- O ------ O 100 1 100 1 100 So clearly we would start off visiting the top middle node, since the expected total cost, i.e. f ( n ) {\displaystyle f(n)} , is 10 + 0 = 10 {\displaystyle 10+0=10} . Then the goal would be a candidate, with f ( n ) {\displaystyle f(n)} equal to 10 + 100 + 0 = 110 {\displaystyle 10+100+0=110} . Then we would clearly pick the bottom nodes one after the other, followed by the updated goal, since they all have f ( n ) {\displaystyle f(n)} lower than the f ( n ) {\displaystyle f(n)} of the current goal, i.e. their f ( n ) {\displaystyle f(n)} is 100 , 101 , 102 , 102 {\displaystyle 100,101,102,102} . So even though the goal was a candidate, we could not pick it because there were still better paths out there. This way, an admissible heuristic can ensure optimality. However, note that although an admissible heuristic can guarantee final optimality, it is not necessarily efficient.
Screen space ambient occlusion
Screen space ambient occlusion (SSAO) is a computer graphics technique for efficiently approximating the ambient occlusion effect in real time. It was developed by Vladimir Kajalin while working at Crytek and was used for the first time in 2007 by the video game Crysis, also developed by Crytek. == Implementation == The algorithm is implemented as a pixel shader, analyzing the scene depth buffer which is stored in a texture. For every pixel on the screen, the pixel shader samples the depth values around the current pixel and tries to compute the amount of occlusion from each of the sampled points. In its simplest implementation, the occlusion factor depends only on the depth difference between sampled point and current point. Without additional smart solutions, such a brute force method would require about 200 texture reads per pixel for good visual quality. This is not acceptable for real-time rendering on current graphics hardware. In order to get high quality results with far fewer reads, sampling is performed using a randomly rotated kernel. The kernel orientation is repeated every N screen pixels in order to have only high-frequency noise in the final picture. In the end this high frequency noise is greatly removed by a NxN post-process blurring step taking into account depth discontinuities (using methods such as comparing adjacent normals and depths). Such a solution allows a reduction in the number of depth samples per pixel to about 16 or fewer while maintaining a high quality result, and allows the use of SSAO in soft real-time applications like computer games. Compared to other ambient occlusion solutions, SSAO has the following advantages: Independent from scene complexity. No data pre-processing needed, no loading time and no memory allocations in system memory. Works with dynamic scenes. Works in the same consistent way for every pixel on the screen. No CPU usage – it can be executed completely on the GPU. May be easily integrated into any modern graphics pipeline. SSAO also has the following disadvantages: Rather local and in many cases view-dependent, as it is dependent on adjacent texel depths which may be generated by any geometry whatsoever. Hard to correctly smooth/blur out the noise without interfering with depth discontinuities, such as object edges (the occlusion should not "bleed" onto objects). Because SSAO operates only on the current depth buffer, it can miss occluding geometry that is not rasterized into the z-buffer and may produce undersampling-related artifacts.
Consumer relationship system
Consumer relationship systems (CRS) are specialized customer relationship management (CRM) software applications that are used to handle a company's dealings with its customers. Current consumer relationship systems integrate the software with telephone and call recording systems as well as with corporate systems for input and reporting. Customers can provide input from the company's website directly into the CRS. These systems are popular because they can deliver the 'voice of the consumer' that contributes to product quality improvement and that ultimately increases corporate profits. Consumer relationship systems that provide automated support as well as advanced systems may have artificial intelligence (AI) interfaces that can extract and analyse data collected, or handle basic questions and complaints. == History == The first CRS was developed in the 1980s. In 1981 Michael Wilke and Robert Thornton founded Wilke/Thornton, Inc in Columbus, Ohio, to develop new CRS software.
OARnet
The Ohio Academic Resources Network (OARnet) is a state-funded IT organization that provides member organizations with intrastate networking, virtualization and cloud computing applications, advanced videoconferencing, connections to regional and international research networks and the commodity Internet, colocation services, and emergency web-hosting. The OARnet network (known for a time as Third Frontier Network and later, OSCnet) is a dedicated, statewide, high-speed fiber-optic network that serves Ohio K-12 schools, college and university campuses, academic medical centers, public broadcasting stations and state and local/state government. OARnet is connected in Cleveland and Cincinnati to Internet2, the United States' most advanced nationwide research and education network. OARnet also maintains direct connections to Michigan's Merit network and OmniPoP in Chicago. OARnet offices are located on the West Campus of Ohio State University in Columbus, Ohio, United States. OARnet additionally serves as the delegated registrar for many third-level domains (both generic and locality-based) under .oh.us and some under .in.us and .ky.us. == History == A member-organization of the Ohio Technology Consortium, the technology and information division of the Ohio Board of Regents (now the Ohio Department of Higher Education), OARnet was created by the Ohio General Assembly in 1987 to provide Ohio researchers with network connectivity to the resources of the Ohio Supercomputer Center (OSC). It was recognized at the time that the network would serve a much broader audience, so when a network name was selected in early 1988, OARnet was chosen to emphasize the many uses of the network. The initial plan (1987) was to make use of a number of existing BITNET and CCnet (regional DECnet network) connections to get started. Three network (compatible) protocols were used, NJE, DECnet, and TCP/IP. The first OARnet-funded line was installed between Case Western Reserve University and John Carroll University in June 1987. Many subsequent lines at 9.6 kbit/s, 56 kbit/s, and T1 (1.544 Mbit/s) were installed with the aid of an Ohio Department of Administrative Services contract with Litel Corp. Internet (then NSFNET) connections were obtained in the spring of 1988. The non-TCP/IP protocols were soon phased out, and a process of upgrading connections took place regularly. In 1991, it was decided that OARnet would accept commercial business, at appropriate rates, for Internet connection services. Thus OARnet became one of the first Internet service providers (ISPs) in Ohio. After commercial ISPs entered the business extensively, OARnet stopped seeking new commercial accounts. A very large increase in backbone capacity occurred (planning 2000–02, installation 2003–04) when it became possible to lease optical fiber lines themselves ("dark fiber"). A new network backbone of 1,850 miles was installed at much higher capacity, and the eTech Ohio Commission and the Ohio Department of Education joined in funding and using OARnet. The fiber-optic backbone was launched in November 2004. In 2006, OARnet provided one of the first networks for delivery of live TV via Internet Protocol, known today as IPTV. OARnet served as the backbone for Ohio News Network to transmit Miami Redhawks hockey. The team finished the 2008-2009 season at the Frozen Four with a 4-3 OT loss to Boston University in the championship. It was one of the first live sports transmission deliveries over IPTV in the US. Another sharp jump in capacity occurred in 2012, when the State of Ohio funded an upgrade of the OARnet backbone to 100 Gigabits per second. Today, more than 1,500 miles of Ohio’s network backbone runs at an ultra-fast 100 Gbit/s, which was recognized by ComputerWorld in the Emerging Technology category of their 2013 Computerworld Honors Laureates program. In November 2012, Case Western Reserve University became the first member institution to connect at 100 Gbit/s to the OARnet backbone. The OARnet leaders have been: Russell M. Pitzer, director, 1987–88 Alison Brown, director, 1988–94 John Ritter, acting director, 1995 Larry Buell, acting director, 1996–97 Douglas Gale, director, 1998–2002 Alvin Stutz, director, 2002–05 Pankaj Shah, executive director, 2005–15 Paul Schopis, interim executive director, 2015–2018, executive director 2018–19 Denis Walsh, interim executive director, 2019–20 Pankaj Shah, executive director, 2020–
Viber
Rakuten Viber, commonly known as Viber, is a cross-platform voice over IP (VoIP) and instant messaging (IM) software application owned by the Japanese technology company Rakuten Group. The service is available as freeware for Android, iOS, Microsoft Windows, macOS and Linux. Users are registered and identified through a mobile phone number, although the service can also be accessed on desktop platforms without mobile connectivity. In addition to instant messaging, the platform allows users to exchange media such as images, videos and files, and provides a paid international calling service called Viber Out. The software was launched in 2010 by the company Viber Media, founded by Talmon Marco and Igor Magazinnik. Rakuten acquired Viber Media in 2014 and later renamed the company Rakuten Viber. The company is headquartered in Cyprus and maintains offices in London, Manila, Paris, San Francisco, Singapore, Tokyo and Beijing. == History == === Founding (2010) === Viber Media was founded in Tel Aviv, Israel, in 2010 by Talmon Marco and Igor Magazinnik. Marco and Magazinnik are also co-founders of the peer-to-peer media and file-sharing client iMesh. The company was run from Israel and was registered in Cyprus. Sani Maroli and Ofer Smocha soon joined the company as well. Marco said Viber allows instant calling and synchronization with contacts because the ID is the user's cell number. In its early days, Viber relied on a patchwork of outsourcing partners from different countries, commissioning specific solutions from external vendors — including teams based in Cyprus and Belarus. According to the company's statements, development of Viber's core functionality historically originated from its Tel Aviv office — a testament to its roots — even though the legal entity was registered elsewhere. === Early monetisation (2011) === In its first two years of availability, Viber did not generate revenues. It began doing so in 2013, via user payments for Viber Out voice calling and the Viber graphical messaging "sticker market". The company was originally funded by individual investors, described by Marco as "friends and family". They invested $20 million in the company, which had 120 employees as of May 2013. On 24 July 2013, Viber's support system was defaced by the Syrian Electronic Army. According to Viber, no sensitive user information was accessed. By the time Rakuten came forward with its acquisition deal in 2014, Viber had already stopped working with external vendors, choosing instead to consolidate development under its own offices. === Rakuten acquires Viber (2014) === On 13 February 2014, Rakuten announced they had acquired Viber Media for $900 million, and since then Viber has been owned by Rakuten, Inc., an e-commerce conglomerate headquartered in Tokyo. The sale of Viber earned the Shabtai family (Benny, his brother Gilad, and Gilad's son Ofer) some $500 million from their 55.2% stake in the company. At that sale price, the founders each realized over 30 times return on their investments. Later that year, the company established a UK presence with the incorporation of Viber UK Limited in London. Djamel Agaoua became Viber Media CEO in February 2017, replacing co-founder Marco who left in 2015. In July 2017 the corporate name of Viber Media was changed to Rakuten Viber and a new wordmark logo was introduced. Its legal name remains Viber Media, S.à r.l. based in Luxembourg. === Post-acquisition === In August 2015 Viber opened a regional office for Central and Eastern Europe in Sofia to support growth in the region. In 2017, Rakuten Viber and the World Wildlife Fund engaged in a commercial transaction aimed at raising awareness and protecting wildlife. After first using Viber to spread its message in June 2020, the International Federation of the Red Cross launched an official chatbot and community on the messaging app to combat the spread of false information, which they termed an infodemic, about COVID-19. The chatbot is still active as of June 2022, with over 1.4 million subscribers. In 2020, Rakuten Viber and the World Health Organization (the WHO) engaged in a commercial transaction for a chatbot to inform users of issues such as women's health. and an anti-smoking campaign. In the wake of the July–August 2020 Belarusian election protests, to avoid sanctions and harassment from monopolies the company closed its office in Minsk. In 2022, Ofir Eyal became Viber CEO, replacing Djamel Agaoua. Eyal is a Viber veteran; he worked as Vice President of Product in 2014 before his promotion to Chief Operating Officer in 2019. Shortly after the appointment of a new CEO, Viber continued its international expansion. In March 2022, Rakuten announced the opening of a development center in Tbilisi, Georgia, intended to support work on mobile applications and technology projects in the region. In July 2022, Rakuten Viber partnered with Rapyd to launch instant cross-border P2P payments. The company launched payments on the Viber app first in Greece and Germany, and then in other countries. In August, Mineski teamed up with Viber to develop a social minigame platform that can play off Viber's application. In May 2022, Rakuten Viber launched the premium chat service Viber Plus that offers exclusive features, including sticker market privileges, ad-free use, priority Viber support, exclusive badge, unique Viber icon, large file sharing, and more. In 2022, Viber joined the European Union’s Code of Conduct on countering illegal hate speech online. As part of this framework, the company undertook to review reported content and remove material identified as hate speech in accordance with the Code and its platform rules. In January 2024 Rakuten (the company behind Viber) established an office in Kyiv to bring together engineering and marketing departments. Alongside launching its Kyiv office the company joined Diia.City as a resident. Subsequently in October 2024 Rakuten Viber inaugurated an office in Manila to broaden its operations, in the Philippines. The company’s legal entity remains Viber Media S.à r.l., registered in Luxembourg. Viber’s engineering work has been carried out across multiple countries and through external partners, including outsourcing and near-shore vendors. As a result, its development operations are distributed internationally rather than concentrated in a single location. In December 2024, Viber was blocked in Russia. Roskomnadzor announced the nationwide blocking of the messaging app due to non-compliance with local legal requirements. == Security audit == On 4 November 2014, Viber scored 1 out of 7 points on the Electronic Frontier Foundation's "Secure Messaging Scorecard". Viber received a point for encryption during transit but lost points because communications were not encrypted with keys that the provider did not have access to (i.e. the communications were not end-to-end encrypted), users could not verify contacts' identities, past messages were not secure if the encryption keys were stolen (i.e. the service did not provide forward secrecy), the code was not open to independent review (i.e. the code was not open-source), the security design was not properly documented, and there had not been a recent independent security audit. On 14 November 2014, the EFF changed Viber's score to 2 out of 7 after it had received an external security audit from Ernst & Young's Advanced Security Centre. On 19 April 2016, with the announcement of Viber version 6.0, Rakuten added end-to-end encryption to their service. The company said that the encryption protocol had only been audited internally, and promised to commission external audits "in the coming weeks". In May 2016, Viber published an overview of their encryption protocol, saying that it is a custom implementation that "uses the same concepts" as the Signal Protocol. In 2022, Rakuten Viber won a Security Award, by test.de, a tech firm based in Germany where there are over 3 million Viber users. In 2024, Rakuten Viber received SOC certification following an audit conducted by Ernst & Young. The certification relates to the company’s controls for data protection and information security. == Market share == As of December 2016, Viber had 800 million registered users. According to Statista, there are 260 million monthly active users as of January 2019. The Viber messenger is very popular in the Philippines, Greece, Eastern Europe, Russia, the Middle East, and some Asian markets. India was the largest market for Viber as of December 2014 with 33 million registered users, the fifth most popular instant messenger in the country. At the same time there were 30 million users in the United States, 28 million in Russia and 18 million in Brazil. Viber is particularly popular in Eastern Europe, being the most downloaded messaging app on Android in Belarus, Moldova and Ukraine as of 2016. It is also popular in Iraq, Libya and Nepal. Viber is translated in 44 languages and used in more than 190 co
Mean shift
Mean shift is a non-parametric feature-space mathematical analysis technique for locating the maxima of a density function, a so-called mode-seeking algorithm. Application domains include cluster analysis in computer vision and image processing. == History == The mean shift procedure is usually credited to work by Fukunaga and Hostetler in 1975. It is, however, reminiscent of earlier work by Schnell in 1964. == Overview == Mean shift is a procedure for locating the maxima—the modes—of a density function given discrete data sampled from that function. This is an iterative method, and we start with an initial estimate x {\displaystyle x} . Let a kernel function K ( x i − x ) {\displaystyle K(x_{i}-x)} be given. This function determines the weight of nearby points for re-estimation of the mean. Typically a Gaussian kernel on the distance to the current estimate is used, K ( x i − x ) = e − c | | x i − x | | 2 {\displaystyle K(x_{i}-x)=e^{-c||x_{i}-x||^{2}}} . The weighted mean of the density in the window determined by K {\displaystyle K} is m ( x ) = ∑ x i ∈ N ( x ) K ( x i − x ) x i ∑ x i ∈ N ( x ) K ( x i − x ) {\displaystyle m(x)={\frac {\sum _{x_{i}\in N(x)}K(x_{i}-x)x_{i}}{\sum _{x_{i}\in N(x)}K(x_{i}-x)}}} where N ( x ) {\displaystyle N(x)} is the neighborhood of x {\displaystyle x} , a set of points for which K ( x i − x ) ≠ 0 {\displaystyle K(x_{i}-x)\neq 0} . The difference m ( x ) − x {\displaystyle m(x)-x} is called mean shift in Fukunaga and Hostetler. The mean-shift algorithm now sets x ← m ( x ) {\displaystyle x\leftarrow m(x)} , and repeats the estimation until m ( x ) {\displaystyle m(x)} converges. Although the mean shift algorithm has been widely used in many applications, a rigid proof for the convergence of the algorithm using a general kernel in a high dimensional space is still not known. Aliyari Ghassabeh showed the convergence of the mean shift algorithm in one dimension with a differentiable, convex, and strictly decreasing profile function. However, the one-dimensional case has limited real world applications. Also, the convergence of the algorithm in higher dimensions with a finite number of the stationary (or isolated) points has been proved. However, sufficient conditions for a general kernel function to have finite stationary (or isolated) points have not been provided. Gaussian Mean-Shift is an Expectation–maximization algorithm. == Details == Let data be a finite set S {\displaystyle S} embedded in the n {\displaystyle n} -dimensional Euclidean space, X {\displaystyle X} . Let K {\displaystyle K} be a flat kernel that is the characteristic function of the λ {\displaystyle \lambda } -ball in X {\displaystyle X} , In each iteration of the algorithm, s ← m ( s ) {\displaystyle s\leftarrow m(s)} is performed for all s ∈ S {\displaystyle s\in S} simultaneously. The first question, then, is how to estimate the density function given a sparse set of samples. One of the simplest approaches is to just smooth the data, e.g., by convolving it with a fixed kernel of width h {\displaystyle h} , where x i {\displaystyle x_{i}} are the input samples and k ( r ) {\displaystyle k(r)} is the kernel function (or Parzen window). h {\displaystyle h} is the only parameter in the algorithm and is called the bandwidth. This approach is known as kernel density estimation or the Parzen window technique. Once we have computed f ( x ) {\displaystyle f(x)} from the equation above, we can find its local maxima using gradient ascent or some other optimization technique. The problem with this "brute force" approach is that, for higher dimensions, it becomes computationally prohibitive to evaluate f ( x ) {\displaystyle f(x)} over the complete search space. Instead, mean shift uses a variant of what is known in the optimization literature as multiple restart gradient descent. Starting at some guess for a local maximum, y k {\displaystyle y_{k}} , which can be a random input data point x 1 {\displaystyle x_{1}} , mean shift computes the gradient of the density estimate f ( x ) {\displaystyle f(x)} at y k {\displaystyle y_{k}} and takes an uphill step in that direction. == Types of kernels == Kernel definition: Let X {\displaystyle X} be the n {\displaystyle n} -dimensional Euclidean space, R n {\displaystyle \mathbb {R} ^{n}} . The norm of x {\displaystyle x} is a non-negative number, ‖ x ‖ 2 = x ⊤ x ≥ 0 {\displaystyle \|x\|^{2}=x^{\top }x\geq 0} . A function K : X → R {\displaystyle K:X\rightarrow \mathbb {R} } is said to be a kernel if there exists a profile, k : [ 0 , ∞ ] → R {\displaystyle k:[0,\infty ]\rightarrow \mathbb {R} } , such that K ( x ) = k ( ‖ x ‖ 2 ) {\displaystyle K(x)=k(\|x\|^{2})} and k is non-negative. k is non-increasing: k ( a ) ≥ k ( b ) {\displaystyle k(a)\geq k(b)} if a < b {\displaystyle a 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 thSocial media use in education