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List of monochrome and RGB color formats

This list of monochrome and RGB palettes includes generic repertoires of colors (color palettes) to produce black-and-white and RGB color pictures by a computer's display hardware. RGB is the most common method to produce colors for displays; so these complete RGB color repertoires have every possible combination of R-G-B triplets within any given maximum number of levels per component. Each palette is represented by a series of color patches. When the number of colors is low, a 1-pixel-size version of the palette appears below it, for easily comparing relative palette sizes. Huge palettes are given directly in one-color-per-pixel color patches. For each unique palette, an image color test chart and sample image (truecolor original follows) rendered with that palette (without dithering) are given. The test chart shows the full 256 levels of the red, green, and blue (RGB) primary colors and cyan, magenta, and yellow complementary colors, along with a full 256-level grayscale. Gradients of RGB intermediate colors (orange, lime green, sea green, sky blue, violet, and fuchsia), and a full hue spectrum are also present. Color charts are not gamma corrected. These elements illustrate the color depth and distribution of the colors of any given palette, and the sample image indicates how the color selection of such palettes could represent real-life images. These images are not necessarily representative of how the image would be displayed on the original graphics hardware, as the hardware may have additional limitations regarding the maximum display resolution, pixel aspect ratio and color placement. Implementation of these formats is specific to each machine. Therefore, the number of colors that can be simultaneously displayed in a given text or graphic mode might be different. Also, the actual displayed colors are subject to the output format used - PAL or NTSC, composite or component video, etc. - and might be slightly different. For simulated images and specific hardware and alternate methods to produce colors other than RGB (ex: composite), see the List of 8-bit computer hardware palettes, the List of 16-bit computer hardware palettes and the List of video game console palettes. For various software arrangements and sorts of colors, including other possible full RGB arrangements within 8-bit color depth displays, see the List of software palettes. == Monochrome palettes == These palettes only have some shades of gray, from black to white (considered the darkest and lightest "grays", respectively). The general rule is that those palettes have 2n different shades of gray, where n is the number of bits needed to represent a single pixel. === Monochrome (1-bit grayscale) === Monochrome graphics displays typically have a black background with a white or light gray image, though green and amber monochrome monitors were also common. Such a palette requires only one bit per pixel. Where photo-realism was desired, these early computer systems had a heavy reliance on dithering to make up for the limits of the technology. In some systems, as Hercules and CGA graphic cards for the IBM PC, a bit value of 1 represents white pixels (light on) and a value of 0 the black ones (light off); others, like the Playdate and Atari ST and Apple Macintosh with monochrome monitors, a bit value of 0 means a white pixel (no ink) and a value of 1 means a black pixel (dot of ink), which it approximates to the printing logic. === 2-bit Grayscale === In a 2-bit color palette each pixel's value is represented by 2 bits resulting in a 4-value palette (22 = 4). 2-bit dithering: It has black, white and two intermediate levels of gray as follows: A monochrome 2-bit palette is used on: The Monochrome Display Adapter for the IBM PC NeXT Computer, NeXTcube and NeXTstation monochrome graphic displays. Original Game Boy system portable video game console. Macintosh PowerBook 150 monochrome LC displays. Amiga with A2024 monochrome monitor in high-resolution mode. The original Amazon Kindle The original WonderSwan The Tiger Electronics Game.com portable video game console The original Neo Geo Pocket. === 4-bit Grayscale === In a 4-bit color palette each pixel's value is represented by 4 bits resulting in a 16-value palette (24 = 16): 4-bit grayscale dithering does a fairly good job of reducing visible banding of the level changes: A monochrome 4-bit palette is used on: MOS Technology VDC (on the Commodore 128 with monochrome monitor) Amstrad CPC series with a GT64/GT65 Green Monitor (16 unique green shades) Amstrad CPC Plus series with the MM12 Monochrome monitor (16 shades of grey) Some Apple PowerBooks equipped with monochrome displays like the PowerBook 5300 The original VideoNow === 8-bit Grayscale === In an 8-bit color palette each pixel's value is represented by 8 bits resulting in a 256-value palette (28 = 256). This is usually the maximum number of grays in ordinary monochrome systems; each image pixel occupies a single memory byte. Most scanners can capture images in 8-bit grayscale, and image file formats like TIFF and JPEG natively support this monochrome palette size. Alpha channels employed for video overlay also use (conceptually) this palette. The gray level indicates the opacity of the blended image pixel over the background image pixel. == Dichrome palettes == === 16-bit RG palette === The RG or red–green color space is a color space that uses only two primary colors: red and green. It was used on early color processes for films. It was used as an additive format, similar to the RGB color model but without a blue channel, on processes such as Kinemacolor, Prizma, Technicolor I, Raycol, etc., producing shades of black, red, green and yellow. Alternatively, it was used as a subtractive format on Brewster Color I, Kodachrome I, Prizma II, Technicolor II, etc., producing shades of transparent, red, green and black. Until recently, its primary use was in low-cost light-emitting diode displays in which red and green tended to be far more common than the still nascent blue LED technology, but full-color LEDs with blue have become more common in recent years. ColorCode 3-D, a anaglyph stereoscopic color scheme, uses the RG color space to simulate a broad spectrum of color in one eye, while the blue portion of the spectrum transmits a black-and-white (black-and-blue) image to the other eye to give depth perception. === 16-bit RB palette === === 16-bit GB palette === == Regular RGB palettes == Here are grouped those full RGB hardware palettes that have the same number of binary levels (i.e., the same number of bits) for every red, green and blue components using the full RGB color model. Thus, the total number of colors are always the number of possible levels by component, n, raised to a power of 3: n×n×n = n3. === 3-bit RGB === 3-bit RGB dithering: Systems with a 3-bit RGB palette use 1 bit for each of the red, green and blue color components. That is, each component is either "on" or "off" with no intermediate states. This results in an 8-color palette ((21)3 = 23 = 8) that has black, white, the three RGB primary colors red, green and blue and their correspondent complementary colors cyan, magenta and yellow as follows: The color indices vary between implementations; therefore, index numbers are not given. The 3-bit RGB palette is used by: Text terminals following the ECMA-48 standard (sometimes known as the "ANSI standard", although ANSI X3.128 does not define colors) World System Teletext Level 1/1.5 Videotex Oric computers BBC Micro PC-8801 (up to the MkII) PC-9801 (with original 8086 CPU, before the VM/VX models) Sharp X1 (models before the X1 Turbo Z) Sharp MZ 700 FM-7, FM New 7, FM 77 (before the FM77AV) Sinclair QL Space Invaders Part II (arcade hardware) Macintosh SE (with a color printer or external monitor) Atari 2600 (SECAM version) Color Maximite (PIC32 based microcomputer) Arcadia 2001 PV-1000 Monkey Magic (arcade hardware) VIC-20 (high-res mode) Mouse Trap (arcade hardware) Sanyo MBC-550 series Windows 1.0 (includes dithering) === 6-bit RGB === Systems with a 6-bit RGB palette use 2 bits for each of the red, green, and blue color components. This results in a (22)3 = 43 = 64-color palette as follows: 6-bit RGB systems include the following: Enhanced Graphics Adapter (EGA) for IBM PC/AT (16 colors at once) Sega Master System video game console (32 colors at once) GIME for TRS-80 Color Computer 3 (16 colors at once) Pebble Time smartwatch which has a 6-bit (64 color) e-paper display Parallax Propeller using the reference VGA circuit === 9-bit RGB === Systems with a 9-bit RGB palette use 3 bits for each of the red, green, and blue color components. This results in a (23)3 = 83 = 512-color palette as follows: 9-bit RGB systems include the following: Atari ST (Normally 4 to 16 at once without tricks) MSX2 computers (up to 16 at once) Sega Genesis video game console, (64 colors at once) Sega Nomad TurboGrafx-16 (NEC PC-Engine) ZX Spectrum Next The NEC PC-88
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Uncertain database

An uncertain database is a kind of database studied in database theory. The goal of uncertain databases is to manage information on which there is some uncertainty. Uncertain databases make it possible to explicitly represent and manage uncertainty on the data, usually in a succinct way. == Formal definition == At the basis of uncertain databases is the notion of possible world. Specifically, a possible world of an uncertain database is a (certain) database which is one of the possible realizations of the uncertain database. A given uncertain database typically has more than one, and potentially infinitely many, possible worlds. A formalism to represent uncertain databases then explains how to succinctly represent a set of possible worlds into one uncertain database. == Types of uncertain databases == Uncertain database models differ in how they represent and quantify these possible worlds: Incomplete databases are a compact representation of the set of possible worlds – the use of NULL in SQL, arguably the most commonplace instantiation of uncertain databases, is an example of incomplete database model. Probabilistic databases are a compact representation of a probability distribution over the set of possible worlds. Fuzzy databases are a compact representation of a fuzzy set of the possible worlds. Though mostly studied in the relational setting, uncertain database models can also be defined in other relational models such as graph databases or XML databases. === Incomplete database === The most common database model is the relational model. Multiple incomplete database models have been defined over the relational model, that form extensions to the relational algebra. These have been called Imieliński–Lipski algebras: Relations with NULL values, also called Codd tables c-tables v-tables === Example === The following table is a relation of an incomplete database, described in the formalism of NULL values: There are infinitely many possible worlds for this incomplete database, obtained by replacing the "NULL" values with concrete values. For instance, the following relation is a possible world:
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Knowledge organization system

Knowledge organization system (KOS), concept system, or concept scheme is the generic term used in knowledge organization (KO) for the selection of concepts with an indication of selected semantic relations. Despite their differences in type, coverage, and application, all KOS aim to support the organization of knowledge and information to facilitate their management and retrieval. KOS vary in complexity from simple sorted lists to complex relational networks. They represent both structural and functional features, and serve to eliminate ambiguity, control synonyms, establish relationships, and present properties. From their origins in library and information science (LIS), KOS have been applied to other domains and disciplines within science and industry, although scholarly research and debate remain primarily within the KO field. Challenges of KOS include ambiguity of terminology, repercussions of biased systems, and potential obsolescence. KOS can be expressed in RDF and RDFS as per the Simple Knowledge Organization System (SKOS) recommendation by W3C, which aims to enable the sharing and linking of KOS via the Web. One of the largest collections of KOS is the BARTOC registry. == Types == While different schema of KOS have been proposed, most are generally arranged in terms of the complexity of their construction and maintenance. Some scholars argue that organizing KOS on a spectrum oversimplifies the shared characteristics among them, and may even result in a non-ideal structure being chosen. The following types are not exhaustive, and are often not mutually-exclusive in practice. === Term lists === Term lists are the least structured form of KOS. They include lists, glossaries, dictionaries, and synonym rings. Authority files and gazetteers may also be considered term lists, however other scholars categorize them and directories as "metadata-like models". Examples include the Union List of Artist Names name authority file and the GeoNames gazetteer. === Categorization and classification === KOS that emphasize specific (and often hierarchical) structures include subject headings, taxonomies, categorization schema, and classification schema & systems. Despite inconsistent use of the terms "categorization" and "classification" in some literature, categorization is generally loosely-assembled grouping schema and may include attributes that are not mutually exclusive (or having fuzzy boundaries), while classification is related to the arrangement of non-overlapping and mutually-exclusive classes. Classification schema may be universal (such as Dewey Decimal Classification and Information Coding Classification) or domain-specific (such as the National Library of Medicine Classification). === Relationship models === The types of KOS with greatest complexity and which utilize connections between concepts include thesauri, semantic networks, and ontologies. One of the most prominent examples of a semantic network is WordNet. === Others === Certain structures proposed to be considered types of KOS—but are not consistently included in schema—include folksonomies, topic maps, web directory structures, publication organization systems, and bibliometric maps. Some KOS organize other KOS themselves—for instance, PeriodO is a gazetteer of periodization categories. == Applications == Some early KOS were developed as a support system for abstracting and indexing services to be used by specially-trained searchers. With the growth of information digitization, usability became increasingly accessible, and more complex structures were developed. Prominent examples of KOS outside of LIS include organism taxonomy in biology, the periodic table of elements in chemistry, SIC and NAICS classification systems for industry & business, and AGROVOC agricultural controlled vocabulary. == Challenges == The study and design of KOS is an ongoing topic of discussion among KO scholars. === Terminology === [There is] a serious lack of vocabulary control in the literature on controlled vocabulary. Inconsistency of terminology within the study of KOS is a common issue. For instance, "ontology" is used for both a specific type of KOS as well as a generic term for any KOS. The terms "taxonomy", "classification", and "categorization" are also sometimes used interchangeably. === Bias === As knowledge can be historically and culturally biased, scholars have also discussed how KOS themselves can perpetuate harmful practices or stereotypes. For example, a number of concerns and criticisms about the classification of mental disorders in the Diagnostic and Statistical Manual of Mental Disorders have been raised, contributing to ongoing revisions. Ethical and intentional design approaches have been proposed for multi-perspective KOS in efforts to mitigate bias and other harmful practices. === Obsolescence === The possible obsolescence of the thesaurus and other simpler KOS has been the topic of debate, especially in the face of increasingly complex ontologies, the growing usage of "Google-like retrieval systems", and the move of KO theory and research away from LIS and toward computer science. Supporters of thesauri argue its continued usefulness for metadata enrichment, vocabulary mapping, and web services, as well as its usage in specific domains such as corporate intranets and digital image libraries.
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In-place algorithm

In computer science, an in-place algorithm is an algorithm that operates directly on the input data structure without requiring extra space proportional to the input size. In other words, it modifies the input in place, without creating a separate copy of the data structure. An algorithm which is not in-place is sometimes called not-in-place or out-of-place. In-place can have slightly different meanings. In its strictest form, the algorithm can only have a constant amount of extra space, counting everything including function calls and pointers. However, this form is very limited as simply having an index to a length n array requires O(log n) bits. More broadly, in-place means that the algorithm does not use extra space for manipulating the input but may require a small though non-constant extra space for its operation. Usually, this space is O(log n), though sometimes anything in o(n) is allowed. Note that space complexity also has varied choices in whether or not to count the index lengths as part of the space used. Often, the space complexity is given in terms of the number of indices or pointers needed, ignoring their length. In this article, we refer to total space complexity (DSPACE), counting pointer lengths. Therefore, the space requirements here have an extra log n factor compared to an analysis that ignores the lengths of indices and pointers. An algorithm may or may not count the output as part of its space usage. Since in-place algorithms usually overwrite their input with output, no additional space is needed. When writing the output to write-only memory or a stream, it may be more appropriate to only consider the working space of the algorithm. In theoretical applications such as log-space reductions, it is more typical to always ignore output space (in these cases it is more essential that the output is write-only). == Examples == Given an array a of n items, suppose we want an array that holds the same elements in reversed order and to dispose of the original. One seemingly simple way to do this is to create a new array of equal size, fill it with copies from a in the appropriate order and then delete a. function reverse(a[0..n - 1]) allocate b[0..n - 1] for i from 0 to n - 1 b[n − 1 − i] := a[i] return b Unfortunately, this requires O(n) extra space for having the arrays a and b available simultaneously. Also, allocation and deallocation are often slow operations. Since we no longer need a, we can instead overwrite it with its own reversal using this in-place algorithm which will only need constant number (2) of integers for the auxiliary variables i and tmp, no matter how large the array is. function reverse_in_place(a[0..n-1]) for i from 0 to floor((n-2)/2) tmp := a[i] a[i] := a[n − 1 − i] a[n − 1 − i] := tmp As another example, many sorting algorithms rearrange arrays into sorted order in-place, including: bubble sort, comb sort, selection sort, insertion sort, heapsort, and Shell sort. These algorithms require only a few pointers, so their space complexity is O(log n). Quicksort operates in-place on the data to be sorted. However, quicksort requires O(log n) stack space pointers to keep track of the subarrays in its divide and conquer strategy. Consequently, quicksort needs O(log2 n) additional space. Although this non-constant space technically takes quicksort out of the in-place category, quicksort and other algorithms needing only O(log n) additional pointers are usually considered in-place algorithms. Most selection algorithms are also in-place, although some considerably rearrange the input array in the process of finding the final, constant-sized result. Some text manipulation algorithms such as trim and reverse may be done in-place. == In computational complexity == In computational complexity theory, the strict definition of in-place algorithms includes all algorithms with O(1) space complexity, the class DSPACE(1). This class is very limited; it equals the regular languages. In fact, it does not even include any of the examples listed above. Algorithms are usually considered in L, the class of problems requiring O(log n) additional space, to be in-place. This class is more in line with the practical definition, as it allows numbers of size n as pointers or indices. This expanded definition still excludes quicksort, however, because of its recursive calls. Identifying the in-place algorithms with L has some interesting implications; for example, it means that there is a (rather complex) in-place algorithm to determine whether a path exists between two nodes in an undirected graph, a problem that requires O(n) extra space using typical algorithms such as depth-first search (a visited bit for each node). This in turn yields in-place algorithms for problems such as determining if a graph is bipartite or testing whether two graphs have the same number of connected components. == Role of randomness == In many cases, the space requirements of an algorithm can be drastically cut by using a randomized algorithm. For example, if one wishes to know if two vertices in a graph of n vertices are in the same connected component of the graph, there is no known simple, deterministic, in-place algorithm to determine this. However, if we simply start at one vertex and perform a random walk of about 20n3 steps, the chance that we will stumble across the other vertex provided that it is in the same component is very high. Similarly, there are simple randomized in-place algorithms for primality testing such as the Miller–Rabin primality test, and there are also simple in-place randomized factoring algorithms such as Pollard's rho algorithm. == In functional programming == Functional programming languages often discourage or do not support explicit in-place algorithms that overwrite data, since this is a type of side effect; instead, they only allow new data to be constructed. However, good functional language compilers will often recognize when an object very similar to an existing one is created and then the old one is thrown away, and will optimize this into a simple mutation "under the hood". Note that it is possible in principle to carefully construct in-place algorithms that do not modify data (unless the data is no longer being used), but this is rarely done in practice.
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SAP StreamWork

SAP StreamWork is an enterprise collaboration tool from SAP SE released in March 2010, and discontinued in December 2015. StreamWork allowed real-time collaboration like Google Wave, but focused on business activities such as analyzing data, planning meetings, and making decisions. It incorporated technology from Box.net and Evernote to allow users to connect to online files and documents, and document-reader technology from Scribd allowed users to view documents directly within its environment. StreamWork supported the OpenSocial set of application programming interfaces (APIs), allowing it to connect to tools built by third-party developers, such as Google Docs. A version of StreamWork intended for large enterprises used a virtual appliance based on Novell's SUSE Linux Enterprise to connect it to business systems, including those from SAP.
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The Citation Project

The Citation Project is a series of studies that measure and analyze first-year college writing students' source use and their ability to understand and implement sources within their own writing. The Citation Project reveals students' source-use habits and the issues that can be seen based on their lack of proper citation skills, such as the prevalence of plagiarism, institution policies, and the results of current writing pedagogy. The Citation Project's central findings were first presented at the Conference on College Composition and Communication in 2012. Although The Citation Project originally referred to this single 2012 study, the feedback received led to the conception of the Project as a broader initiative and as a place to gather and publish studies and data relating to student writing habits for the usage of other researches. == Method == The Citation Project's data comes from the work of 20 researchers analyzing 174 first-year composition students' research papers. The student papers studied originated from 16 institutions across the United States of America, including community colleges, public and private universities, denominational colleges, and Ivy Leagues. Researchers used bibliographic coding to aggregate data regarding the type, length, reading level, and usage of students' sources. == Findings == === Student source assessment and use === This study found that students were capable of identifying, locating, and accessing librarian-approved academic sources, most commonly accessing them with the internet. Despite students demonstrating their ability to find appropriate sources, they tend to exclusively cite the first few pages of their sources. Students' use and analysis of their citations are often limited, frequently resorting to patchwriting, directly restating their source's points, and omitting their own interpretations of their reference's ideas. The Citation Project also highlights students' struggle to accurately determine, address, and value their sources' bias, authority, and credibility. According to the Project's researchers' analysis, these habits demonstrate that first-year college writing students minimally engage with their sources and the academic conversations between them. One researcher from the Citation Project, Rebecca Moore Howard, believes these findings do not point towards students being lazy, but is rather a result of a writing pedagogy that prioritizes efficient, product-focused writing. Another interpretation offered by Sandra Jamieson, another researcher from the Citation Project explains their findings as a result of a lack of adherence to Information Learning (IL) Standards. === Pedagogy === A significant focus of The Citation Project is the development of pedagogical practices intended to equip students with writing and research techniques that will set them up for future success. Writers associated with The Citation Project, such as Tricia Serviss, believe that the practices of teachers surrounding academic integrity and writing practices are what form the foundation of how students think about writing and how to engage with assignments throughout their academic career. They also stress the importance of teaching students to effectively engage with sources rather than simply how to correctly cite them. The Citation Project asserts that endowing students with the ability to read, understand, and synthesize a variety of sources in their writing is a skill that will benefit them throughout their academic careers, and that the surface level typographical focus that many writing programs utilize is inadequate. == Plagiarism == One of the areas that The Citation Project also looks at is how students commit plagiarism throughout their writing. Plagiarism tends to be a checkpoint that gives instructors a sense where students' citation skills stand. Findings from The Citation Project reveal that the most common type of plagiarism is patchwriting which is the act of using the same sentence with only changing a couple of words. These types of issues can be seen as a learning curve due to lack of proper training. Student's that commit plagiarism are often unaware. === Policies === Another issue found is that academic plagiarism policies may not benefit a student's growth but may instead obstruct it. Policies against plagiarism tend to be harsh on the student that committed of offense. Even though student plagiarism is often unintentional academic institutions see this behavior as intentional. Student may then face harsh consequences as a result from their lack of citation knowledge. Additionally, higher level institutions assume that new students already have the skill set to avoid plagiarism which may be an unrealistic expectation. == Legacy == === Inspired studies === ==== Parrott and Napier ==== In one study, "Critical Reading and Student Self-Selected Texts: Results of a Collaborative, Explicit Curricular Approach," Jill Parrot and Trenia Napier quoted the Citation Project's findings as evidence that current collegiate writing curriculums are an ineffective means of teaching students how to properly write academic research papers. The researchers accredited current writing pedagogy's lack of emphasis on teaching critical reading skills. Parrott and Napier tested their thesis by seeing if students would produce more academic writing if they partook in a writing course that taught critical reading. Their results mostly went against this hypothesis, finding students who received additional critical reading training only significantly improved in how they integrated their sources. ==== Kocatepe ==== In May Mehtap Kocatep's study, "Reconceptualising the notion of finding information: How undergraduate students construct information as they read-to-write in an academic writing class," Kocatep expresses that she believes current conversations around writing pedagogy, including the Citation Project, operate with the underlying misconception that information is an easily discoverable static entity and its retrieval is an objective, unbiased decision. Kocatepe instead offers the analysis of what students view as valuable information and if it is worth using is influenced by the socially constructed meanings available to writers at the moment. To further examine students' source engagement, Kocatepe did a study on how female university students from the United Arab Emirates find, retrieve, use, and value sources. Kocatepe's results mainly noted students' almost exclusive reliance on using Google to find sources, as well as how students' navigated mainly English-speaking academic conversations as non-native English speakers. ==== Dahlen, Nordstrom-Sanchez, and Graff ==== Dahlen, Nordstrom-Sanchez, and Graff built their study off The Citation Project research in order to explore the attitudes and practices of students in an undergraduate writing course. As the researchers acknowledge, data collected by the Citation Project was the subject of the bulk of their analysis. This study sought to examine undergraduate writing practices tied to source-usage and elucidate any relevant trends. Dahlen, Nordstrom-Sanchez and Graff found that undergraduate writing students were not engaging with outside sources properly. Key issues discussed include lack of engagement with broad source ideas (in favor of picking out quotes), lack of paraphrasing, and inability to link information between multiple sources. ==== Davis ==== Phillip M. Davis based much of the analysis in his study on data gathered by the Citation Project. This study aimed to examine the particular effects web-based research and study had on undergraduate's papers and the replicability of their bibliographies. Davis sought to see how the shift from physical in-person library based research to online, often at-home research changed the function and usability of the bibliography as a form of documenting source usage in a given work. The primary method of analysis involved examining students' bibliographies to see where they were finding information online and how these sources were accessed. A main issue Davis found was "persistency" of URLs used for online citations. He found that only 18% of URL-based citations continued to function (the others either no longer pointing to the correct document or ceasing to exist altogether) within 3 years of their usage by students, and more than half of claimed online citations could not be found in any form. He suggests that this result brings up questions about how web-based citations should be dealt with in a university context.
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Information and media literacy

Information and media literacy (IML) is a combination of information literacy and media literacy. It enables people to show and make informed judgments as users of information and media, as well as to become skillful creators and producers of information and media messages. The transformative nature of IML includes creative works and creating new knowledge; to publish and collaborate responsibly requires ethical, cultural and social understanding. IML is also known as media and information literacy (MIL). UNESCO first adopted the term MIL in 2008 as a "composite concept" combining the competencies of information literacy and media literacy. UNESCO emphasizes the importance of global education in media and information literacy, and in 2013 defined Media and Information Literacy (MIL) as the ability to access, evaluate, use, and create information and media content in critical and ethical ways. Prior to the 1990s, the primary focus of information literacy was research skills. Media literacy, a study that emerged around the 1970s, traditionally focuses on the analysis and the delivery of information through various forms of media. Information literacy, as a skill proposed as early as 1974, centers on an individual's ability to recognize information needs and effectively locate, evaluate, and use information. These days, the study of information literacy has been extended to include the study of media literacy in many countries like the UK, Australia and New Zealand. It is also referred to as information and communication technologies (ICT) in the United States. Educators such as Gregory Ulmer have also defined the field as electracy.Media literacy is the ability to actively inquire into and think critically about information. It includes the ability to understand, evaluate, and create media content, and is an essential skill in today's information society. Livingstone, Van Couvering, and Thumim (2008) described the distinction between media literacy and information literacy: "Media literacy views media as lenses or windows for observing the world and expressing the self, whereas information literacy sees information as a tool for taking action in the world." == Integration of media and information literacy == Historically, the fields of information and media literacy have been separate, but over the course of the 21st century there have been calls to integrate both fields. Most definitions of information and media literacy include not only the abilities to locate, access, and analyze information but also the ability to create information. Only by integrating media literacy with information literacy can students better understand the sources of information and how it is used. Media education has primarily taken place in educational institutions, while information education has primarily occurred in libraries. Discussions surrounding the overlap of information literacy and media literacy came to fruition in the mid-to-late 2000s and 2010s as noted by Marcus Leaning. == In the digital age == The definition of literacy is "the ability to read and write". In practice many more skills are needed to locate, critically assess and make effective use of information. By extension, literacy now also includes the ability to manage and interact with digital information and media, in personal, shared and public domains. Historically, "information literacy" has largely been seen from the relatively top-down, organisational viewpoint of library and information sciences. However the same term is also used to describe a generic "information literacy" skill. The modern digital age has led to the proliferation of information spread across the Internet. Individuals must be able to recognize whether information is true or false and better yet know how to locate, evaluate, use, and communicate information in various formats; this is called information literacy. Towards the end of the 20th century, literacy was redefined to include "new literacies" relating to the new skills needed in everyday experience. "Multiliteracies" recognised the multiplicity of literacies, which were often used in combination. "21st century skills" frameworks link new literacies to wider life skills such as creativity, critical thinking, accountability. What these approaches have in common is a focus on the multiple skills needed by individuals to navigate changing personal, professional and public "information landscapes". As the conventional definition of literacy itself continues to evolve among practitioners, so too has the definition of information literacies. Noteworthy definitions include: Zurkowski defined information literacy as "the ability to find known or knowable content on any subject." CILIP, the Chartered Institute of Library and Information Practitioners, defines information literacy as "the ability to think critically and make balanced judgements about any information we find and use". In the United States, the definition proposed by the Association of College and Research Libraries (ACRL) is the most widely recognized. It defines information literacy as "a set of abilities requiring individuals to recognize when information is needed and to locate, evaluate, and use the needed information effectively." JISC, the Joint Information Systems Committee, refers to information literacy as one of six "digital capabilities", seen as an interconnected group of elements centered on "ICT literacy". Mozilla groups digital and other literacies as "21st century skills", a "broad set of knowledge, skills, habits and traits that are important to succeed in today's world". UNESCO, the United Nations Educational, Scientific and Cultural Organization, recognizing the necessity of teaching and learning both traditional and new types of information, the global importance of education was emphasized in 2008 through the "Teacher Media and Information Literacy (MIL) Curriculum". It defines MIL as a set of competencies that enable citizens to access, retrieve, understand, evaluate, use, create, and share information and media content in all formats through various tools in a critical, ethical, and effective manner, so as to participate in and carry out personal, professional, and social activities. Besides this, UNESCO also asserts information literacy as a "universal human right". == 21st-century students == In modern society, although the overall level of education has improved, the channels for knowledge production and dissemination have become increasingly diverse and commercialized, and traditional authoritative institutions no longer hold a monopoly over knowledge validation. While digital platforms have broadened access to information, they have also weakened trust mechanisms and evaluation standards, making epistemological skepticism a norm. Moreover, with the rise and spread of social media, misinformation and disinformation can be just as easily accessed in both densely and sparsely populated areas. These factors further underscore the importance of information literacy education. The IML learning capacities prepare students to be 21st century literate. According to Jeff Wilhelm (2000), "technology has everything to do with literacy. And being able to use the latest electronic technologies has everything to do with being literate." He supports his argument with J. David Bolter's statement that "if our students are not reading and composing with various electronic technologies, then they are illiterate. They are not just unprepared for the future; they are illiterate right now, in our current time and context". In a broader sense, developing this advanced competency of media and information literacy is essential, as it is crucial for students to exercise their freedom of expression in the 21st century. Wilhelm's statement is supported by the 2005 Wired World Phase II (YCWW II) survey conducted by the Media Awareness Network of Canada on 5000 Grade 4 – 11 students. The key findings of the survey were: 62% of Grade 4 students prefer the Internet. 38% of Grade 4 students prefer the library. 91% of Grade 11 students prefer the Internet. 9% of Grade 11 students prefer the library. Marc Prensky (2001) uses the term "digital native" to describe people who have been brought up in a digital world. The Internet has been a pervasive element of young people's home lives. 94% of kids reported that they had Internet access at home, and a significant majority (61%) had a high-speed connection. By the time kids reach Grade 11, half of them (51 percent) have their own Internet-connected computer, separate and apart from the family computer. The survey also showed that young Canadians are now among the most wired in the world. Contrary to the earlier stereotype of the isolated and awkward computer nerd, today's wired kid is a social kid. In general, many students are better networked through the use of technology than most teachers and parents, who may not understand the abilities of technology.
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System of record

A system of record (SOR) or source system of record (SSoR) is a data management term for an information storage system (commonly implemented on a computer system running a database management system) that is the authoritative data source for a given data element or piece of information, like for example a row (or record) in a table. In data vault it is referred to as the record source. == Background == The need to identify systems of record can become acute in organizations where management information systems have been built by taking output data from multiple source systems, re-processing this data, and then re-presenting the result for a new business use. In these cases, multiple information systems may disagree about the same piece of information. These disagreements may stem from semantic differences, differences in opinion, use of different sources, differences in the timing of the extract, transform, load processes that create the data they report against, or may simply be the result of bugs. == Use == The integrity and validity of any data set is open to question when there is no traceable connection to a good source, and listing a source system of record is a solution to this. Where the integrity of the data is vital, if there is an agreed system of record, the data element must either be linked to, or extracted directly from it. In other cases, the provenance and estimated data quality should be documented. The "system of record" approach is a good fit for environments where both: there is a single authority over all data consumers, and all consumers have similar needs == Trade-offs == In diverse environments, one instead needs to support the presence of multiple opinions. Consumers may accept different authorities or may differ on what constitutes an authoritative source—researchers may prefer carefully vetted data, while tactical military systems may require the most recent credible report.
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Sanad (government app)

Sanad (Arabic: سند) is the official digital identity and e-government services application of the Hashemite Kingdom of Jordan. Developed and managed by the Ministry of Digital Economy and Entrepreneurship, the app provides a unified platform for accessing a range of public services and personal records digitally. == Overview == Launched in February 2020, Sanad is part of Jordan's broader digital transformation strategy aimed at improving public service delivery and enhancing administrative efficiency. The app allows users to authenticate their identity digitally and access over 550 services from more than 50 government and private sector entities. == Features == Sanad provides a wide array of services, including: Viewing and managing official digital documents Applying for government services (e.g., jordanian passport issuance or renewal, health insurance) Accessing personal records (e.g., pension, property ownership) Digitally signing documents Paying utility bills and traffic fines Receiving and tracking official notifications The app is available on iOS, Android, and HarmonyOS platforms and supports both Arabic and English languages. == Digital Identity == A core feature of Sanad is the digital identity system, which enables secure login and authentication for all integrated services. Users must activate their digital identity at designated Sanad stations across Jordan to access the full suite of services. == Adoption and Impact == As of 2025, more than 1.6 million Jordanians have activated their digital identities through Sanad. The app has played a significant role in streamlining government interactions and reducing the need for in-person visits, especially during the COVID-19 pandemic. == Recent Developments == In 2025, the Ministry launched an updated version of the app with enhanced user experience and new services, including the e-passport issuance feature.
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Terminology extraction

Terminology extraction (also known as term extraction, glossary extraction, term recognition, or terminology mining) is a subtask of information extraction. The goal of terminology extraction is to automatically extract relevant terms from a given corpus. In the semantic web era, a growing number of communities and networked enterprises started to access and interoperate through the internet. Modeling these communities and their information needs is important for several web applications, like topic-driven web crawlers, web services, recommender systems, etc. The development of terminology extraction is also essential to the language industry. One of the first steps to model a knowledge domain is to collect a vocabulary of domain-relevant terms, constituting the linguistic surface manifestation of domain concepts. Several methods to automatically extract technical terms from domain-specific document warehouses have been described in the literature. Typically, approaches to automatic term extraction make use of linguistic processors (part of speech tagging, phrase chunking) to extract terminological candidates, i.e. syntactically plausible terminological noun phrases. Noun phrases include compounds (e.g. "credit card"), adjective noun phrases (e.g. "local tourist information office"), and prepositional noun phrases (e.g. "board of directors"). In English, the first two (compounds and adjective noun phrases) are the most frequent. Terminological entries are then filtered from the candidate list using statistical and machine learning methods. Once filtered, because of their low ambiguity and high specificity, these terms are particularly useful for conceptualizing a knowledge domain or for supporting the creation of a domain ontology or a terminology base. Furthermore, terminology extraction is a very useful starting point for semantic similarity, knowledge management, human translation and machine translation, etc. == Bilingual terminology extraction == The methods for terminology extraction can be applied to parallel corpora. Combined with e.g. co-occurrence statistics, candidates for term translations can be obtained. Bilingual terminology can be extracted also from comparable corpora (corpora containing texts within the same text type, domain but not translations of documents between each other).
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Information logistics

Information Logistics (IL) deals with the flow of information between human or machine actors within or between any number of organizations that in turn form a value creating network (see, e.g.). IL is closely related to information management, information operations and information technology. == Definition == The term Information Logistics (IL) may be used in either of two ways: Firstly, it can be defined as "managing and controlling information handling processes optimally with respect to time (flow time and capacity), storage, distribution and presentation in such a way that it contributes to company results in concurrence with the costs of capturing (creation, searching, maintenance etc)." (Petri,2017) Thus IL utilizes logistic principles to optimize information handling. Secondly, IL can be seen as a concept using information technology to optimize logistics. A term which is closely related to the first meaning of Information Logistics is Data Logistics, a concept used in Computer Networking. "The study of solutions to problems in Computer Systems that flexibly span resources and services relating to Data Movement, Data Storage and Data Processing." [ref?] Systems that support general Data Logistics solutions thus must span the traditionally separate fields of Networking, File/Database Systems and Process Management. Data Logistics is a more general form of the term Logistical Networking, used as the name of a particular network storage architecture and software stack. == Goal == The goal of Information Logistics is to deliver the right product, consisting of the right information element, in the right format, at the right place at the right time for the right people at the right price and all of this is customer demand driven. If this goal is to be achieved, knowledge workers are best equipped with information for the task at hand for improved interaction with its customers and machines are enabled to respond automatically to meaningful information. Methods for achieving the goal are: the analysis of information demand intelligent information storage the optimization of the flow of information maintaining both security and organizational flexibility integrated information and billing solutions The expression was formed by the Indian mathematician and librarian S. R. Ranganathan . The supply of a product is part of the discipline Logistics. The purpose of this discipline is described as follows: Logistics is the teachings of the plans and the effective and efficient run of supply. The contemporary logistics focuses on the organization, planning, control and implementation of the flow of goods, money, information and people. Information Logistics focusses on information. Information (from Latin informare: "shape, shapes, instruct") means in a general sense everything that adds knowledge and thus reduce ignorance or lack of precision. In a stricter sense, raw data only becomes information to those who can interpret it. Interpreting relevant, related information produces insight that either leads to existing, or eventually builds new, knowledge. == Information element == An information element (IE) is an information component that is located in the organizational value chain. The combination of certain IEs leads to an information product (IP), which is any final product in the form of information that a person needs to have. When a higher number of different IEs are required, it often results in more planning problems in capacity and inherently leads to a non-delivery of the IP. To illustrate the concept of an IP, an example is shown of a bottleneck analysis in HR (by J. Willems 2008). Here, the illustration shows how the information elements (e.g. qualifications) build up the information product (e.g. HR file). == Data logistics == Data logistics is a concept that developed independently of information logistics in the 1990s, in response to the explosion of Internet content and traffic due to the invention of the World Wide Web (WWW). Some motivations for the emergence of interest in Data Logistics included: The incorporation of network hyperlinks into content encoded in HTML encouraged users to freely dereference those links without regard to, or in many cases without even having any knowledge of, the identity (much less the geographical or network topological location of) the target Web server. The growth in the volume of Web hits, combined with the steady increase in the size of Web-delivered objects such as images, audio and video clips resulted in the localized overloading of the bandwidth and processing resources of the local and/or wide area network and/or the Web server infrastructure. The resulting Internet bottleneck can cause Web clients to experience poor performance or complete denial of access to servers that host high volume sites (the so-called Slashdot effect). The growth in all Internet traffic, especially across international telecommunication links, resulted in stress to institutional infrastructure and high costs on networks that billed Internet traffic on a per-use basis. Much of this traffic was redundant, the results of repeated requests by many independent users to access the same stored files and content. Large files and content retrieved from distant Web servers was often delayed due to high delays experienced over long and complex Internet paths. These factors led to interest in the use of large scale storage (and to a lesser extent, processing) resources to cache the response to network requests, first at the Internet endpoint using a Web browser cache and later at intermediate network locations using shared network caches. This line of development also gave rise to Web server replication and other techniques for offloading and distributing the work of delivering large volume Web services to widely dispersed client communities, ultimately resulting in the creation of modern Content delivery networks. At the same time, research efforts in server replication and content delivery gave rise to a number of related projects and strategies, including Logistical Networking (LN). The name LN was intended as an analogy to physical supply chain logistics, in which goods are not only carried from source to destination on networks of roads, but are also stored at warehouses located throughout the transportation infrastructure. This led to a nomenclature in which LN network storage resources are termed "storage depots". The principles that underpin LN have been abstracted into the more general study of scheduling and optimization across the traditional infrastructure silos of Storage, Networking and Processing which was named Data Logistics. === Illustrative examples of data logistics === Data Caching and Replication are classic examples of Data Logistics solutions to problems in Computer Systems and Networking with high data access latencies or data transfer resource limitations. It works mainly across the areas of data transfer and data storage. Dynamic Compression in data transfer is another example which uses computational resources to minimize the bandwidth requirements of data transfer.
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Distributed transaction

A distributed transaction operates within a distributed environment, typically involving multiple nodes across a network depending on the location of the data. A key aspect of distributed transactions is atomicity, which ensures that the transaction is completed in its entirety or not executed at all. It's essential to note that distributed transactions are not limited to databases. The Open Group, a vendor consortium, proposed the X/Open Distributed Transaction Processing Model (X/Open XA), which became a de facto standard for the behavior of transaction model components. Databases are common transactional resources and, often, transactions span a couple of such databases. In this case, a distributed transaction can be seen as a database transaction that must be synchronized (or provide ACID properties) among multiple participating databases which are distributed among different physical locations. The isolation property (the I of ACID) poses a special challenge for multi database transactions, since the (global) serializability property could be violated, even if each database provides it (see also global serializability). In practice most commercial database systems use strong strict two-phase locking (SS2PL) for concurrency control, which ensures global serializability, if all the participating databases employ it. A common algorithm for ensuring correct completion of a distributed transaction is the two-phase commit (2PC). This algorithm is usually applied for updates able to commit in a short period of time, ranging from couple of milliseconds to couple of minutes. There are also long-lived distributed transactions, for example a transaction to book a trip, which consists of booking a flight, a rental car and a hotel. Since booking the flight might take up to a day to get a confirmation, two-phase commit is not applicable here, it will lock the resources for this long. In this case more sophisticated techniques that involve multiple undo levels are used. The way you can undo the hotel booking by calling a desk and cancelling the reservation, a system can be designed to undo certain operations (unless they are irreversibly finished). In practice, long-lived distributed transactions are implemented in systems based on web services. Usually these transactions utilize principles of compensating transactions, Optimism and Isolation Without Locking. The X/Open standard does not cover long-lived distributed transactions. Several technologies, including Jakarta Enterprise Beans and Microsoft Transaction Server fully support distributed transaction standards. == Synchronization == In event-driven architectures, distributed transactions can be synchronized through using request–response paradigm and it can be implemented in two ways: Creating two separate queues: one for requests and the other for replies. The event producer must wait until it receives the response. Creating one dedicated ephemeral queue for each request.
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Brill tagger

The Brill tagger is an inductive method for part-of-speech tagging. It was described and invented by Eric Brill in his 1993 PhD thesis. It can be summarized as an "error-driven transformation-based tagger". It is: a form of supervised learning, which aims to minimize error; and, a transformation-based process, in the sense that a tag is assigned to each word and changed using a set of predefined rules. In the transformation process, if the word is known, it first assigns the most frequent tag, or if the word is unknown, it naively assigns the tag "noun" to it. High accuracy is eventually achieved by applying these rules iteratively and changing the incorrect tags. This approach ensures that valuable information such as the morphosyntactic construction of words is employed in an automatic tagging process. == Algorithm == The algorithm starts with initialization, which is the assignment of tags based on their probability for each word (for example, "dog" is more often a noun than a verb). Then "patches" are determined via rules that correct (probable) tagging errors made in the initialization phase: Initialization: Known words (in vocabulary): assigning the most frequent tag associated to a form of the word Unknown word == Rules and processing == The input text is first tokenized, or broken into words. Typically in natural language processing, contractions such as "'s", "n't", and the like are considered separate word tokens, as are punctuation marks. A dictionary and some morphological rules then provide an initial tag for each word token. For example, a simple lookup would reveal that "dog" may be a noun or a verb (the most frequent tag is simply chosen), while an unknown word will be assigned some tag(s) based on capitalization, various prefix or suffix strings, etc. (such morphological analyses, which Brill calls Lexical Rules, may vary between implementations). After all word tokens have (provisional) tags, contextual rules apply iteratively, to correct the tags by examining small amounts of context. This is where the Brill method differs from other part of speech tagging methods such as those using Hidden Markov Models. Rules are reapplied repeatedly, until a threshold is reached, or no more rules can apply. Brill rules are of the general form: tag1 → tag2 IF Condition where the Condition tests the preceding and/or following word tokens, or their tags (the notation for such rules differs between implementations). For example, in Brill's notation: IN NN WDPREVTAG DT while would change the tag of a word from IN (preposition) to NN (common noun), if the preceding word's tag is DT (determiner) and the word itself is "while". This covers cases like "all the while" or "in a while", where "while" should be tagged as a noun rather than its more common use as a conjunction (many rules are more general). Rules should only operate if the tag being changed is also known to be permissible, for the word in question or in principle (for example, most adjectives in English can also be used as nouns). Rules of this kind can be implemented by simple Finite-state machines. See Part of speech tagging for more general information including descriptions of the Penn Treebank and other sets of tags. Typical Brill taggers use a few hundred rules, which may be developed by linguistic intuition or by machine learning on a pre-tagged corpus. == Code == Brill's code pages at Johns Hopkins University are no longer on the web. An archived version of a mirror of the Brill tagger at its latest version as it was available at Plymouth Tech can be found on Archive.org. The software uses the MIT License.
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Information seeking

Information seeking is the process or activity of attempting to obtain information in both human and technological contexts. Information seeking is related to, but different from, information retrieval (IR). == Compared to information retrieval == Traditionally, IR tools have been designed for IR professionals to enable them to effectively and efficiently retrieve information from a source. It is assumed that the information exists in the source and that a well-formed query will retrieve it (and nothing else). It has been argued that laypersons' information seeking on the internet is very different from information retrieval as performed within the IR discourse. Yet, internet search engines are built on IR principles. Since the late 1990s a body of research on how casual users interact with internet search engines has been forming, but the topic is far from fully understood. IR can be said to be technology-oriented, focusing on algorithms and issues such as precision and recall. Information seeking may be understood as a more human-oriented and open-ended process than information retrieval. In information seeking, one does not know whether there exists an answer to one's query, so the process of seeking may provide the learning required to satisfy one's information need. == In different contexts == Much library and information science (LIS) research has focused on the information-seeking practices of practitioners within various fields of professional work. Studies have been carried out into the information-seeking behaviors of librarians, academics, medical professionals, engineers, lawyers and mini-publics(among others). Much of this research has drawn on the work done by Leckie, Pettigrew (now Fisher) and Sylvain, who in 1996 conducted an extensive review of the LIS literature (as well as the literature of other academic fields) on professionals' information seeking. The authors proposed an analytic model of professionals' information seeking behaviour, intended to be generalizable across the professions, thus providing a platform for future research in the area. The model was intended to "prompt new insights... and give rise to more refined and applicable theories of information seeking" (1996, p. 188). The model has been adapted by Wilkinson (2001) who proposes a model of the information seeking of lawyers. Recent studies in this topic address the concept of information-gathering that "provides a broader perspective that adheres better to professionals' work-related reality and desired skills." (Solomon & Bronstein, 2021). == Theories of information-seeking behavior == A variety of theories of information behavior – e.g. Zipf's Principle of Least Effort, Brenda Dervin's Sense Making, Elfreda Chatman's Life in the Round – seek to understand the processes that surround information seeking. In addition, many theories from other disciplines have been applied in investigating an aspect or whole process of information seeking behavior. A review of the literature on information seeking behavior shows that information seeking has generally been accepted as dynamic and non-linear (Foster, 2005; Kuhlthau 2006). People experience the information search process as an interplay of thoughts, feelings and actions (Kuhlthau, 2006). Donald O. Case (2007) also wrote a good book that is a review of the literature. Information seeking has been found to be linked to a variety of interpersonal communication behaviors beyond question-asking, to include strategies such as candidate answers. Robinson's (2010) research suggests that when seeking information at work, people rely on both other people and information repositories (e.g., documents and databases), and spend similar amounts of time consulting each (7.8% and 6.4% of work time, respectively; 14.2% in total). However, the distribution of time among the constituent information seeking stages differs depending on the source. When consulting other people, people spend less time locating the information source and information within that source, similar time understanding the information, and more time problem solving and decision making, than when consulting information repositories. Furthermore, the research found that people spend substantially more time receiving information passively (i.e., information that they have not requested) than actively (i.e., information that they have requested), and this pattern is also reflected when they provide others with information. == Wilson's nested model of conceptual areas == The concepts of information seeking, information retrieval, and information behaviour are objects of investigation of information science. Within this scientific discipline a variety of studies has been undertaken analyzing the interaction of an individual with information sources in case of a specific information need, task, and context. The research models developed in these studies vary in their level of scope. Wilson (1999) therefore developed a nested model of conceptual areas, which visualizes the interrelation of the here mentioned central concepts. Wilson defines models of information behavior to be "statements, often in the form of diagrams, that attempt to describe an information-seeking activity, the causes and consequences of that activity, or the relationships among stages in information-seeking behaviour" (1999: 250).
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ISO 15926

ISO 15926 is a standard for data integration, sharing, exchange, and hand-over between computer systems. The title, "Industrial automation systems and integration—Integration of life-cycle data for process plants including oil and gas production facilities", is regarded too narrow by the present ISO 15926 developers. Having developed a generic data model and reference data library for process plants, it turned out that this subject is already so wide, that actually any state information may be modelled with it. == History == In 1991 a European Union ESPRIT-, named ProcessBase, started. The focus of this research project was to develop a data model for lifecycle information of a facility that would suit the requirements of the process industries. At the time that the project duration had elapsed, a consortium of companies involved in the process industries had been established: EPISTLE (European Process Industries STEP Technical Liaison Executive). Initially individual companies were members, but later this changed into a situation where three national consortia were the only members: PISTEP (UK), POSC/Caesar (Norway), and USPI-NL (Netherlands). (later PISTEP merged into POSC/Caesar, and USPI-NL was renamed to USPI). EPISTLE took over the work of the ProcessBase project. Initially this work involved a standard called ISO 10303-221 (referred to as "STEP AP221"). In that AP221 we saw, for the first time, an Annex M with a list of standard instances of the AP221 data model, including types of objects. These standard instances would be for reference and would act as a knowledge base with knowledge about the types of objects. In the early nineties EPISTLE started an activity to extend Annex M to become a library of such object classes and their relationships: STEPlib. In the STEPlib activities a group of approx. 100 domain experts from all three member consortia, spread over the various expertises (e.g. Electrical, Piping, Rotating equipment, etc.), worked together to define the "core classes". The development of STEPlib was extended with many additional classes and relationships between classes and published as Open source data. Furthermore, the concepts and relation types from the AP221 and ISO 15926-2 data models were also added to the STEPlib dictionary. This resulted in the development of Gellish English, whereas STEPlib became the Gellish English dictionary. Gellish English is a structured subset of natural English and is a modeling language suitable for knowledge modeling, product modeling and data exchange. It differs from conventional modeling languages (meta languages) as used in information technology as it not only defines generic concepts, but also includes an English dictionary. The semantic expression capability of Gellish English was significantly increased by extending the number of relation types that can be used to express knowledge and information. For modelling-technical reasons POSC/Caesar proposed another standard than ISO 10303, called ISO 15926. EPISTLE (and ISO) supported that proposal, and continued the modelling work, thereby writing Part 2 of ISO 15926. This Part 2 has official ISO IS (International Standard) status since 2003. POSC/Caesar started to put together their own RDL (Reference Data Library). They added many specialized classes, for example for ANSI (American National Standards Institute) pipe and pipe fittings. Meanwhile, STEPlib continued its existence, mainly driven by some members of USPI. Since it was clear that it was not in the interest of the industry to have two libraries for, in essence, the same set of classes, the Management Board of EPISTLE decided that the core classes of the two libraries shall be merged into Part 4 of ISO 15926. This merging process has been finished. Part 4 should act as reference data for part 2 of ISO 15926 as well as for ISO 10303-221 and replaced its Annex M. On June 5, 2007 ISO 15926-4 was signed off as a TS (Technical Specification). In 1999 the work on an earlier version of Part 7 started. Initially this was based on XML Schema (the only useful W3C Recommendation available then), but when Web Ontology Language (OWL) became available it was clear that provided a far more suitable environment for Part 7. Part 7 passed the first ISO ballot by the end of 2005, and an implementation project started. A formal ballot for TS (Technical Specification) was planned for December 2007. However, it was decided then to split Part 7 into more than one part, because the scope was too wide. == Need for ISO15926 == In 2004, the National Institute of Standards and Technology (NIST) released a report on the impact of the lack of digital interoperability in the capital projects industry. The report estimated the cost of inadequate interoperability in the U.S. capital facilities industry to be $15.8 billion per year. This was considered likely to be a conservative figure. == The standard == ISO 15926 has thirteen parts (as of February 2022): Part 1 - Overview and fundamental principles Part 2 - Data model Part 3 - Reference data for geometry and topology Part 4 - Reference Data, the terms used within facilities for the process industry Part 6 - Methodology for the development and validation of reference data (under development) Part 7 - Template methodology Part 8 - OWL/RDF implementation Part 9 - Implementation standards, with the focus on standard web servers, web services, and security (under development) Part 10 - Conformance testing Part 11 - Methodology for simplified industrial usage of reference data (under development) Part 12 - Life cycle integration ontology in Web Ontology Language (OWL2) Part 13 - Integrated lifecycle asset planning === Description === The model and the library are suitable for representing lifecycle information about technical installations and their components. They can also be used for defining the terms used in product catalogs in e-commerce. Another, more limited, use of the standard is as a reference classification for harmonization purposes between shared databases and product catalogues that are not based on ISO 15926. The purpose of ISO 15926 is to provide a Lingua Franca for computer systems, thereby integrating the information produced by them. Although set up for the process industries with large projects involving many parties, and involving plant operations and maintenance lasting decades, the technology can be used by anyone willing to set up a proper vocabulary of reference data in line with Part 4. In Part 7 the concept of Templates is introduced. These are semantic constructs, using Part 2 entities, that represent a small piece of information. These constructs then are mapped to more efficient classes of n-ary relations that interlink the Nodes that are involved in the represented information. In Part 8 the Part 7 Templates are defined in OWL and instantiated in RDF. For validation and reasoning purposes all are represented in First-Order Logic as well. In Part 9 these Node and Template instances are stored in an RDF triple store, set up to a standard schema and an API. Each participating computer system maps its data from its internal format to such ISO-standard Node and Template instances. Data can be "handed over" from one triple store to another in cases where data custodianship is handed over (e.g. from a contractor to a plant owner, or from a manufacturer to the owners of the manufactured goods). Hand-over can be for a part of all data, whilst maintaining full referential integrity. Documents are user-definable. They are defined in XML Schema and they are, in essence, only a structure containing cells that make reference to instances of Templates. This represents a view on all lifecycle data: since the data model is a 4D (space-time) model, it is possible to present the data that was valid at any given point in time, thus providing a true historical record. It is expected that this will be used for Knowledge Mining. Data can be queried by means of SPARQL. In any implementation a restricted number of triple stores can be involved, with different access rights. This is done by means of creating a CPF Server (= Confederation of Participating Façades). An Ontology Browser allows for access to one or more triple stores in a given CPF, depending on the access rights. == Projects and applications == There are a number of projects working on the extension of the ISO 15926 standard in different application areas. === Capital-intensive projects === Within the application of Capital Intensive projects, some cooperating implementation projects are running: The DEXPI project: The objective of DEXPI is to develop and promote a general standard for the process industry covering all phases of the lifecycle of a (petro-)chemical plant, ranging from specification of functional requirements to assets in operation. Finalised projects include: The EDRC Project of FIATECH Capturing Equipment Data Requirements Using ISO 15926 and Assessing Conforma
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