ELIZA is an early natural language processing computer program developed from 1964 to 1967 at MIT by Joseph Weizenbaum. Created to explore communication between humans and machines, ELIZA simulated conversation by using a pattern matching and substitution methodology that gave users an illusion of understanding on the part of the program, but gave no response that could be considered really understanding what was being said by either party. Whereas the ELIZA program itself was written (originally) in MAD-SLIP, the pattern matching directives that contained most of its language capability were provided in separate "scripts", represented in a Lisp-like expression. The most famous script, DOCTOR, simulated a psychotherapist of the Rogerian school (in which the therapist often reflects back the patient's words to the patient), and used rules, dictated in the script, to respond with non-directional questions to user inputs. As such, ELIZA was one of the first chatbots (originally "chatterbots") and one of the first programs capable of attempting the Turing test. Weizenbaum intended the program as a method to explore communication between humans and machines. He was surprised that some people, including his secretary, attributed human-like feelings to the computer program, a phenomenon that came to be called the ELIZA effect. Many academics believed that the program would be able to positively influence the lives of many people, particularly those with psychological issues, and that it could aid doctors working on such patients' treatment. While ELIZA was capable of engaging in discourse, it could not converse with true understanding. However, many early users were convinced of ELIZA's intelligence and understanding, despite Weizenbaum's insistence to the contrary. The original ELIZA source code had been missing since its creation in the 1960s, as it was not common to publish articles that included source code at that time. However, more recently the MAD-SLIP source code was discovered in the MIT archives and published on various platforms, such as the Internet Archive. The source code is of high historical interest since it demonstrates not only the specificity of programming languages and techniques at that time, but also the beginning of software layering and abstraction as a means of achieving sophisticated software programming. == Overview == Joseph Weizenbaum's ELIZA, running the DOCTOR script, created a conversational interaction somewhat similar to what might take place in the office of "a [non-directive] psychotherapist in an initial psychiatric interview" and to "demonstrate that the communication between man and machine was superficial". While ELIZA is best known for acting in the manner of a psychotherapist, the speech patterns are due to the data and instructions supplied by the DOCTOR script. ELIZA itself examined the text for keywords, applied values to said keywords, and transformed the input into an output; the script that ELIZA ran determined the keywords, set the values of keywords, and set the rules of transformation for the output. Weizenbaum chose to make the DOCTOR script in the context of psychotherapy to "sidestep the problem of giving the program a data base of real-world knowledge", allowing it to reflect back the patient's statements to carry the conversation forward. The result was a somewhat intelligent-seeming response that reportedly deceived some early users of the program. Weizenbaum named his program ELIZA after Eliza Doolittle, a working-class character in George Bernard Shaw's Pygmalion (also appearing in the musical My Fair Lady, which was based on the play and was hugely popular at the time). According to Weizenbaum, ELIZA's ability to be "incrementally improved" by various users made it similar to Eliza Doolittle, since Eliza Doolittle was taught to speak with an upper-class accent in Shaw's play. However, unlike the human character in Shaw's play, ELIZA is incapable of learning new patterns of speech or new words through interaction alone. Edits must be made directly to ELIZA's active script in order to change the manner by which the program operates. Weizenbaum first implemented ELIZA in his own SLIP list-processing language, where, depending upon the initial entries by the user, the illusion of human intelligence could appear, or be dispelled through several interchanges. Some of ELIZA's responses were so convincing that Weizenbaum and several others have anecdotes of users becoming emotionally attached to the program, occasionally forgetting that they were conversing with a computer. Weizenbaum's own secretary reportedly asked Weizenbaum to leave the room so that she and ELIZA could have a real conversation. Weizenbaum was surprised by this, later writing: "I had not realized ... that extremely short exposures to a relatively simple computer program could induce powerful delusional thinking in quite normal people." In 1966, interactive computing (via a teletype) was new. It was 11 years before the personal computer became familiar to the general public, and three decades before most people encountered attempts at natural language processing in Internet services like Ask.com or PC help systems such as Microsoft Office Clippit. Although those programs included years of research and work, ELIZA remains a milestone because it was the first time a programmer had attempted such a human-machine interaction with the goal of creating the illusion (however brief) of human–human interaction. At the ICCC 1972, ELIZA was brought together with another early artificial-intelligence program named PARRY for a computer-only conversation. While ELIZA was built to speak as a doctor, PARRY was intended to simulate a patient with schizophrenia. == Design and implementation == Weizenbaum originally wrote ELIZA in MAD-SLIP for CTSS on an IBM 7094 as a program to make natural-language conversation possible with a computer. To accomplish this, Weizenbaum identified five "fundamental technical problems" for ELIZA to overcome: the identification of key words, the discovery of a minimal context, the choice of appropriate transformations, the generation of responses in the absence of key words, and the provision of an editing capability for ELIZA scripts. Weizenbaum solved these problems and made ELIZA such that it had no built-in contextual framework or universe of discourse. However, this required ELIZA to have a script of instructions on how to respond to inputs from users. ELIZA starts its process of responding to an input by a user by first examining the text input for a "keyword". A "keyword" is a word designated as important by the acting ELIZA script, which assigns to each keyword a precedence number, or a RANK, designed by the programmer. If such words are found, they are put into a "keystack", with the keyword of the highest RANK at the top. The input sentence is then manipulated and transformed as the rule associated with the keyword of the highest RANK directs. For example, when the DOCTOR script encounters words such as "alike" or "same", it would output a message pertaining to similarity, in this case "In what way?", as these words had high precedence number. This also demonstrates how certain words, as dictated by the script, can be manipulated regardless of contextual considerations, such as switching first-person pronouns and second-person pronouns and vice versa, as these too had high precedence numbers. Such words with high precedence numbers are deemed superior to conversational patterns and are treated independently of contextual patterns. Following the first examination, the next step of the process is to apply an appropriate transformation rule, which includes two parts: the "decomposition rule" and the "reassembly rule". First, the input is reviewed for syntactical patterns in order to establish the minimal context necessary to respond. Using the keywords and other nearby words from the input, different disassembly rules are tested until an appropriate pattern is found. Using the script's rules, the sentence is then "dismantled" and arranged into sections of the component parts as the "decomposition rule for the highest-ranking keyword" dictates. The example that Weizenbaum gives is the input "You are very helpful", which is transformed to "I are very helpful". This is then broken into (1) empty (2) "I" (3) "are" (4) "very helpful". The decomposition rule has broken the phrase into four small segments that contain both the keywords and the information in the sentence. The decomposition rule then designates a particular reassembly rule, or set of reassembly rules, to follow when reconstructing the sentence. The reassembly rule takes the fragments of the input that the decomposition rule had created, rearranges them, and adds in programmed words to create a response. Using Weizenbaum's example previously stated, such a reassembly rule would take the fragments and apply them to the phrase "What makes
CinePlayer
CinePlayer is a software based media player used to review Digital Cinema Packages (DCP) without the need for a digital cinema server by Doremi Labs. CinePlayer can play back any DCP, not just those created by Doremi Mastering products. In addition to playing DCPs, CinePlayer can also playback JPEG2000 image sequences and many popular multimedia file types. There are two versions of CinePlayer available, standard and Pro. The standard version supports playback of non-encrypted, 2D DCP's up to 2K resolution. The Pro version supports playback of encrypted, 2D or 3D DCP's with subtitles up to 4K resolution. == Supported formats == === Containers === AVI MOV MXF MPG TS WMV M2TS MTS MP4 MKV === Video codecs === JPEG2000 ProRes 422 DNxHD YUV Uncompressed 8-10 bits DIVX XVID MPEG4 AVC / H-264 VC-1 MPEG2 === Supported image sequences === BMP TIFF TGA DPX JPG J2C === Supported audio files === WAV MP3 WMA MP2
Digital media in education
Digital media in education refers to the use of digital technologies to support and enhance teaching and learning processes. This includes the application of multiple digital software applications, devices, and online platforms as tools for learning. Learners interact with these technologies to access, analyze, evaluate, and create media content and communication in various forms. The integration of digital media in education has dramatically increased over time, significantly transforming traditional educational practices. When viewed through a global and inclusive lens, digital education should be guided by principles of equity, inclusion, and public infrastructure to ensure meaningful participation of all learners. == History == === 20th century === Technological advances in the 20th century, particularly the invention of the Internet, laid the foundation for incorporating technology into education. In the early 1900s, the overhead projector and instructional radio broadcasts were among the first technologies used for educational purposes. The introduction of computers in classrooms occurred in 1950, when a flight simulation program was developed to train pilots at the Massachusetts Institute of Technology. However, access to computers remained extremely limited for several decades. In 1964, John Kemeny and Thomas Kurtz developed the BASIC programming language, which simplified computer interaction and introduced time-sharing, enabling multiple users to work on the same system simultaneously. This innovation made computing increasingly accessible for educational settings. By the 1980s, schools began to show more interest in computers as companies released mass-market devices to the public. Networking further enabled the interconnection of computers into unified communication systems, which proved more efficient and cost-effective than previous stand-alone machines. This development prompted wider adoption of computing in educational institutions. The invention of the World Wide Web in 1992 further simplified internet navigation and sparked further interest in educational settings. Initially, computers were integrated into school curricula for tasks such as word processing, spreadsheet creation, and data organization. By the late 1990s, the Internet became a research tool, functioning as a vast library. By 1999, 99% of public school teachers in the United States reported having access to at least one computer in their schools, and 84% had a computer available in their classrooms. The emergence of World Wide Web also contributed to the development of learning management systems (LMS), which allowed educators to create online teaching environments for content storage, student activities, discussions, and assignments. Advances in digital compression and high-speed Internet made video creation and distribution more affordable, fostering the use of the systems designed for recording lectures. These tools were often incorporated into learning management platforms, supporting the expansion of fully online courses. === 21st century === By 2002, the Massachusetts Institute of Technology began offering recorded lectures to the public, marking a significant milestone in the movement toward accessible online education. The launch of YouTube in 2005 further transformed educational content distribution. Educators increasingly uploaded lectures and instructional videos on platforms with initiatives like Khan Academy, which was active in 2006, contributing to You Tube's role as a prominent educational resource. In 2007, Apple launched iTunesU, another platform for sharing educational resources and videos. Meanwhile, learning management systems gained popularity, with Blackboard and Canvas becoming two of the most widely used platforms with Canvas's release in 2008. That same year also marked the introduction of the first Massive Open Online Course (MOOC), which provided open access to webinars and expert-led instructions for global learners. As technology evolved, traditional projectors were gradually replaced by interactive whiteboards, which enabled educators to integrate digital tools more effectively in their classrooms. By 2009, 97% of classrooms in the United States had at least one computer, and 93% had Internet access. The COVID-19 pandemic, which forced schools across the world to close, significantly impacted education with schools shifting to distance education. Students attended classes remotely using devices such as laptops, phones, and tablets, supported by digital platforms that facilitated at-home learning environments. However, adapting assessment methods to the new learning environment posed certain challenges. A study conducted by Eddie M. Mulenga and José M. Marbán on Zambian students during the pandemic revealed difficulties in adapting to digital learning, particularly in subjects like mathematics. Similar issues were reported among students in Romania, where the transition to virtual learning presented significant obstacles in engagement and adaptability. === Post-pandemic developments === In the period following the onset of COVID-19, education systems worldwide rapidly adopted digital solutions to maintain continuity of learning and teaching. By the end of March 2020, all 46 OECD and partners countries closed some or all of their schools nationwide. By June 2020, the length of school closures in these countries ranged from 7 to over 18 weeks. These disruptions in formal education prompted governments and educators to quickly adopt digital learning. This global shift to online education highlighted considerable inequalities in digital access, although many systems struggled with inequitable access, especially in regions lacking devices, stable internet connections, or conducive home learning environments. Stimultaneously, commercial educational technology (ed-tech) companies introduced rapid digital solutions to the disruption caused by the pandemic. This led to what has been described as a "seller's market," where the urgency of implementation may cause the prioritization of availability and scale over pedagogical and equity considerations. In the post-pandemic era, digital media in education continues to evolve. It increasingly intersects with artificial intelligence (AI) technologies such as adaptive learning platforms, AI-enabled content generation, and personalized learning environments. These tools enhance global engagement and access but also raise concerns about infrastructure, inclusivity, ethical implementation as well as critical pedagogies. Scholars recommend that educators and policymakers adopt inclusive practices, prioritize equitable infrastructure, and develop critical digital literacy. Facer and Selwyn also emphasize the need for public digital infrastructure and sustainable and justice-oriented policies that empower all learners. Overall, these perspectives reflect a growing consensus that digital media in education should be implemented critically to promote inclusive, multimodal, and future-oriented learning environments.
Mixvoip
Mixvoip S.A. is a Luxembourg-based telecommunications service provider founded in 2008. The company offers IP telephony, high-speed Internet connectivity, and IT solutions to businesses and individuals. == Company history == In November 2017, Mixvoip expanded its operations to Belgium and Germany. At the beginning of 2019, the company acquired the telecommunications provider Voipgate. In December 2019, Mixvoip was named Telecom Company of the Year at the Luxembourg ICT Awards 2019 organized by Farvest and IT One. A 2024 article in Duke described the company's transition during the 2010s from traditional telephony services to cloud-based communication platforms. In the end of 2024, the ILR published the statistics about electronic communications in Luxembourg, including Mixvoip in the fix telephony section. In July 2025, Mixvoip acquired Crossing Telecom. In 2026, Mixvoip acquired Nomado's portfolio.
The Morning After (web series)
The Morning After is a Hulu original web series that premiered on January 17, 2011, and ended April 24, 2014. It was produced by Hulu and Jace Hall's HDFilms, streaming Monday through Friday. The show originally featured Brian Kimmet and Ginger Gonzaga as hosts. Later shows used a rotation of hosts including Alison Haislip, Dave Holmes, Damien Fahey, Bradley Hasemeyer, Haley Mancini, Paul Nyhart, and Rachel Perry. The series advertises itself as "a smart, daily shot of pop culture to help Hulu users stay up to date" and typically highlights notable moments from television shows and current news in an entertaining fashion. In keeping with its focus on pop culture, The Morning After will sometimes stream an episode featuring past pop culture titled "From the Archives," such as its April Fools' Day episode. == History == While not the first original series to appear exclusively on Hulu, The Morning After is the company's first self-branded production. It was preceded by If I Can Dream, a reality series co-produced with 19 Entertainment and created by Simon Fuller. Hulu originated the idea in house, based on user feedback and observations from discussion boards hosted by the website. The concept was modeled after The Big Show with Olbermann and Patrick. The company sought out a production partner and ultimately chose Jace Hall and his team at HDFilms to executive produce. Initial stream of the series was held on January 17, 2011, and featured coverage of Piers Morgan, the Golden Globes, and The Bachelor. Senior VP of Content and Distribution Andy Forssell made the announcement for the show the same day. The show aired its last episode April 24, 2014. == Format == A typical episode usually begins with a cold open shared by the varying hosts listing the highlights to be covered. The topics focus on TV and Pop Culture Highlights from the previous night, with the intention of helping Hulu users digest hours of content in a matter of moments. The show has the hosts trade humorous remarks regarding the news and each other, taking turns reviewing the night's TV and injecting their own personality. The Morning After was named as an honoree by the Webbys on April 10, 2012, in the variety section of its online video category.
Pythia (machine learning)
Pythia is an ancient text restoration model that recovers missing characters from damaged text input using deep neural networks. It was created by Yannis Assael, Thea Sommerschield, and Jonathan Prag, researchers from Google DeepMind and the University of Oxford. To study the society and the history of ancient civilisations, ancient history relies on disciplines such as epigraphy, the study of ancient inscribed texts. Hundreds of thousands of these texts, known as inscriptions, have survived to our day, but are often damaged over the centuries. Illegible parts of the text must then be restored by specialists, called epigraphists, in order to extract meaningful information from the text and use it to expand our knowledge of the context in which the text was written. Pythia takes as input the damaged text, and is trained to return hypothesised restorations of ancient Greek inscriptions, working as an assistive aid for ancient historians. Its neural network architecture works at both the character- and word-level, thereby effectively handling long-term context information, and dealing efficiently with incomplete word representations. Pythia is applicable to any discipline dealing with ancient texts (philology, papyrology, codicology) and can work in any language (ancient or modern).
Extremely online
An extremely online (often capitalized), terminally online, or chronically online person is someone who is closely engaged with Internet culture. People said to be extremely online often believe that online posts are very important. Events and phenomena can themselves be extremely online; while often used as a descriptive term, the phenomenon of extreme online usage has been described as "both a reformation of the delivery of ideas – shared through words and videos and memes and GIFs and copypasta – and the ideas themselves". Here, "online" is used to describe "a way of doing things, not [simply] the place they are done". == Criteria == While the term was in use as early as 2014, it gained popularity over the latter half of the 2010s in conjunction with the increasing prevalence and notability of Internet phenomena in all areas of life. Extremely online people, according to The Daily Dot, are interested in topics "no normal, healthy person could possibly care about", and have been analogized to "pop culture fandoms, just without the pop". Extremely online phenomena such as fan culture and reaction GIFs have been described as "swallowing democracy" by journalists such as Amanda Hess in The New York Times, who claimed that a "great convergence between politics and culture, values and aesthetics, citizenship and commercialism" had become "a dominant mode of experiencing politics". Vulture – formerly the pop culture section of New York magazine, now a stand-alone website – has a section for articles tagged "extremely online". == Historical background == In the 2010s, many categories and labels came into wide use from media outlets to describe Internet-mediated cultural trends, such as the alt-right, the dirtbag left, and doomerism. These ideological categories are often defined by their close association with online discourse. For example, the term "alt-right" was added to the Associated Press' stylebook in 2016 to describe the "digital presence" of far-right ideologies, the dirtbag left refers to a group of "underemployed and overly online millennials" who "have no time for the pieties of traditional political discourse", and the doomer's "blackpilled despair" is combined with spending "too much time on message boards in high school" to produce an eclectic "anti-socialism". Extreme onlineness transcends ideological boundaries. For example, right-wing figures like Alex Jones and Laura Loomer have been described as "extremely online", but so have those on the left like Alexandria Ocasio-Cortez and fans of the Chapo Trap House podcast. Extremely online phenomena can range from acts of offline violence (such as the 2019 Christchurch shootings) to "[going] on NPR to explain the anti-capitalist irony inherent in kids eating Tide Pods". United States President Donald Trump's posts on social media have been frequently cited as extremely online, during both his presidency and his 2020 presidential campaign; Vox claimed his approach to re-election veered into being "Too Online", and Reason questioned whether the final presidential debate was "incomprehensible to normies". While individual people are often given the description, being extremely online has also been posited as an overall cultural phenomenon, applying to trends like lifestyle movements suffixed with "-wave" and "-core" based heavily on Internet media, as well as an increasing expectation for digital social researchers to have an "online presence" to advance in their careers. == Participants and media coverage == One example of a phenomenon considered to be extremely online is the "wife guy" (a guy who posts about his wife); despite being a "stupid online thing" which spent several years as a piece of Internet slang, in 2019 it became the subject of five articles in leading U.S. media outlets. Like many extremely online phrases and phenomena, the "wife guy" has been attributed in part to the in-character Twitter account dril. The account frequently parodies how people behave on the Internet, and has been widely cited as influential on online culture. In one tweet, his character refuses to stop using the Internet, even when someone shouts outside his house that he should log off. Many of dril's other coinages have become ubiquitous parts of Internet slang. Throughout the 2010s, posters such as dril inspired commonly used terms like "corncobbing" (referring to someone losing an argument and failing to admit it); while originally a piece of obscure Internet slang used on sites like Twitter, use of the term (and controversy over its misinterpretation) became a subject of reporting from traditional publications, with some noting that keeping up with the rapid turnover of inside jokes, memes, and quotes online required daily attention to avoid embarrassment. Twitch has been described as "talk radio for the extremely online". Another example of an event cited as extremely online is No Nut November. Increasingly, researchers are expected to have more of an online presence, to advance in their careers, as networking and portfolios continue to transition to the digital world. In November 2020, an article in The Washington Post criticized the filter bubble theory of online discourse on the basis that it "overgeneralized" based on a "small subset of extremely online people". The 2021 storming of the United States Capitol was described as extremely online, with "pro-Trump internet personalities", such as Baked Alaska, and fans livestreaming and taking selfies. People who have been described as extremely online include Chrissy Teigen, Jon Ossoff, and Andrew Yang. In contrast, Joe Biden has been cited as the antithesis of extremely online—The New York Times wrote in 2019 that he had "zero meme energy".